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Minoru Nakayama Maomi Ueno 《Educational technology research and development : ETR & D》2009,57(2):271-285
To examine trends in educational practice research, this article conducted a survey and analysis of factors affecting the
review of research papers in the field of the educational technology in Japan. Two factors, namely, practical orientation
and theoretical orientation, were extracted from 63 survey responses, and scores from members of a Japanese academic society
were compared with the scores of its editorial board. Results show that the two factor scores were not correlated to each
other, and they are independent measures for any evaluation or review of research articles. Also, there was no significant
difference between society members and editorial board members, i.e., their preferences when reviewing research papers were
identical. For the second part of this study, a group composed of anonymous members of an editorial board conducted a paper
review of 12 published “practical papers” and 11 published “general papers.” Results indicated that there was no significant
difference between the two categories. The final rating scores of these 23 papers were analyzed using a decision-tree rating
model. Results also indicated that for publication, papers need to contribute to theoretical research, in addition to contributing
to basic educational practice research in educational technology. 相似文献
3.
Gender ratio in dyslexia 总被引:4,自引:4,他引:0
This paper is based on a study carried out in Great Britain on a national sample of 11,804 ten-year olds. The first section
describes an attempt to pick out cases of “specific developmental dyslexia” (Critchley 1970), a constellation or syndrome
of difficulties which some believe to be recognizable clinically. When specified criteria for dyslexia were used, 269 children
qualified as dyslexic (2.28 percent of the sample). These included 223 boys and 46 girls, for a ratio of 4.51 to 1. Two possible
difficulties in interpreting these data are discussed, and a defense is offered of the criteria used.
Since some recent research papers report a gender ratio much nearer 1:1 (Shaywitz et al. 1990; Wadsworth et al. 1992; Lubs
et al. 1993), those papers were examined for possible differences in procedure; it was found that the definition of dyslexia
they used was “poor reading in relation to intelligence.” We carried out a further analysis on our own data using the same
criterion. Of the 494 children who qualified as dyslexic on the basis of discrepancy criteria alone (4.19 percent of the sample),
314 were boys and 180 were girls for a ratio of 1.69 to 1. It seems, therefore, that the apparent differences in gender ratio
reported in the literature have arisen because different criteria for dyslexia have been used.
We argue that the definition based on clinical criteria leads to a more powerful taxonomy and that the widespread equation
of “dyslexia” with “poor reading” is a hindrance to progress. 相似文献
4.
Comparing efficiency in a cross-country perspective: the case of Italian and Spanish state universities 总被引:1,自引:0,他引:1
The growing internationalization of European Higher Education requires more emphasis on cross-country comparisons. In this
paper, an efficiency analysis of Italian and Spanish universities is conducted; as well as from a comparative perspective.
The efficiency scores are obtained using data envelopment analysis. The results demonstrate a good average efficiency in both
countries relative to each “country-specific” frontier; but when compared together, Italian universities seem relatively more
efficient. Malmquist indexes show, in both cases, efficiency improvements in the period considered. In the Italian case, this
improvement is due to major “technological changes”; that is, the introduction of some structural reforms in the sector (e.g.,
Bachelor/Master curricula). In the Spanish case, there is an improvement in “pure” efficiency, which is due to new funding
models. Further stages of the study underline the role of “regional effects”, probably due to different socio-economic conditions
in Italy, and to the decentralization process in Spain. 相似文献
5.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
6.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
7.
The workplace, especially the academic department or division, provides an intriguing research site for study of correlates
of scholarly performance. The objective of this study was to estimate a correlate model of three-year scholarly performance
of clinical faculty in colleges of pharmacy. Two-hundred and ninety-six clinical faculty in pharmacy responded to an author-developed
questionnaire. The scholarly performance items factored into three dimensions: “Refereed Research,”, “Grants/Books Research,”
and “Nonresearch Scholarship.” A fourth single-item variable, “Contracts,” was also used as a dependent dimension. Eight correlates,
including two related to the departmental workplace, emerged as factors significantly explaining the variation in scholarly
performance. The two most significant were “Off-Campus Conversations” and “Department: Percent Time in Research.” These results
as well as others were contrasted with prior correlate studies and suggestions were made for future additional study. 相似文献
8.
9.
Lydia Kokkola 《Children‘s Literature in Education》2011,42(1):56-69
Melvin Burgess has gained a reputation as an enfant terrible, whose writing tackles topics and presents attitudes which are controversial in literature for adolescents. Kimberley Reynolds
cites him as an author whose work demonstrates that “writing about sex, sexuality and relationships between the sexes [is]
one of the most radically changed areas in contemporary children’s literature.” Reynolds argues that novels depicting teenage
sexuality no longer focus on socialising teenagers into adult-approved behaviours. Yet changes in literature are never fully
“radical”; they always build on established traditions. This article examines the ways in which Burgess uses the motif of
animal transformation in Tiger Tiger and Lady: My Life as a Bitch to maintain the prevailing view of adolescent carnality as a deviant variation of “proper,” adult sexuality, whilst celebrating
early sexual experiences. 相似文献
10.
“New Basic Education” and me 总被引:1,自引:0,他引:1
Lan Ye 《Frontiers of Education in China》2009,4(4):558-609
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994
to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during
the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem,
the formation of results, and finally the dissemination, application, perfection, and development of its research. This study
has preliminarily explored the transformation of schools, educational theories and educational research methods in China.
The author hopes to respond actively to educational changes caused by our transforming society through her professional research.
She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions
and experiences while conducting and developing “New Basic Education” research.
“New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the
methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal
experiences conducting field research during the past three years and her profound reflections on the nature of the social
transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research
on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally,
“New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical
research. The research also focused on classroom education, teaching reform, and school management for the experimentation
and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations
between theoretical research and practical research and the relationship between theoretical researchers and practical researchers. 相似文献
11.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
12.
Yun Yao 《Frontiers of Education in China》2007,2(1):89-102
Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development”
for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation
development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and
development of disciplines, integrating production, learning and research, as well as scientific research achievements. However,
some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile
station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era
should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation. 相似文献
13.
To introduce the special issue on collaborative learning in postsecondary and professional education, the editors describe
their reasons for assembling it. First, most of the existing collaborative learning research focuses on K-12 settings; second,
some forms of collaborative learning are used predominantly or exclusively in postsecondary or professional education; and
finally, increasing numbers of adults are getting some or all of their college education online. The introduction concludes
with the editors explaining their decision not to take a position on the nomenclature question (“collaborative” vs. “cooperative”
vs. “peer” vs. “small group” learning) which pervades the literature. 相似文献
14.
Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies
are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based,
off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological
approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished
in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle
of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings
of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication,
information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising
mentors’ motivating force and to give them support. 相似文献
15.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
16.
Harvey A. Silverglate 《Academic Questions》2007,20(3):235-238
In weighing free speech versus harassment, university administrators and lawyers tend to exert controls more suitable for
commercial institutions, where the pursuit of truth is not preeminent. Harvey Silverglate cites examples of egregious restrictions
that went “poof” in the bright light of exposure to the public.
The papers that constitute this symposium are adapted from remarks delivered on 18 November 2006 in Cambridge, Massachusetts,
as part of NAS’s 12th general conference. The overall theme of the conference was “What Works in Higher Education Reform:
A Report from the Front.” The panelists in this symposium presented strategies for effecting reform of higher education through
legal mechanism and by airings before the general populace. 相似文献
17.
Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200
Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean
girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate
limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships
is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article
analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central
position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage.
Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia.
Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult
fiction, and multicultural children’s fiction. 相似文献
18.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
Ross H. NehmEmail: |
19.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
20.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献