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101.
102.
Alexander L. Darling Martin D. England Daniel W. Lang Rosanne Lopers-Sweetman 《Higher Education》1989,18(5):559-583
Formulas are used in many jurisdictions to allocate public funds among universities which may then have considerable autonomy in the internal allocation of those funds. This paper provides first an overview of formula funding as it affects university education. This is followed by an exposition on the balance between autonomy and accountability in the Province of Ontario. Formula funding in Ontario is used as a case study to evaluate how effective formula-funding has been in encouraging autonomous universities to work towards the attainment of public policy objectives. The analysis shows that four mechanisms have in fact been used - namely formula funding, designated extraformula grants, incentive funding, and controls - and that some objectives are better supported by different mechanisms. The paper concludes with a discussion of the evolution and an evaluation of formula funding in Ontario against the objectives given for its introduction. 相似文献
103.
Alexander Karp 《Journal of Mathematics Teacher Education》2007,10(4-6):405-414
This article discusses certain aspects of mathematics teacher education in Russia. To be able successfully to teach through problems, a teacher must know how to select the necessary assignments, to construct mathematical tasks according to methodological principles, and to organize work on these assignments in the classroom; in short, as they say in Russia, the teacher must possess certain well-defined methodological skills. This article analyzes examples of work with pre-service and in-service teachers leading to the formation of such skills. As the author tries to show, substantive and deep mathematical activity can take place in the context of tidying even the most routine school-level topics, such as the quadratic trinomial. 相似文献
104.
Kopcha Theodore J. Neumann Kalianne L. Ottenbreit-Leftwich Anne Pitman Elizabeth 《Educational technology research and development : ETR & D》2020,68(2):729-749
Educational technology research and development - The purpose of this paper is to introduce the next evolution of our quest for technology integration, one that moves away from the product of... 相似文献
105.
106.
Learning diaries—as we employ them—are students’ written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is ‘tutored’ by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published—by uploading them in a cooperation platform—so that the learners can read and discuss their peers’ diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies. 相似文献
107.
A Motivated Exploration of Motivation Terminology 总被引:1,自引:0,他引:1
The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help of experts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of terminology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived several interpretations, extracted conceptual definitions, and overviewed specific conceptual issues relevant to emerging trends in motivation terminology. Finally, implications for future research and practice are forwarded. Copyright 2000 Academic Press. 相似文献
108.
Mareike Kunter Martin Brunner Jürgen Baumert Uta Klusmann Stefan Krauss Werner Blum Alexander Jordan Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520
Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet
über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA,
die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre
Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt.
Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist
eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und
ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen
positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede
in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen
als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird. 相似文献
109.
Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns 总被引:1,自引:0,他引:1
This study utilized a national longitudinal data set of college students to examine the educational relevance of cross-racial interaction and how campuses can best structure such opportunities. The general pattern of findings suggests that cross-racial interaction has positive effects on students' intellectual, social, and civic development. The results show that institutions could enhance such experiences by enrolling larger proportions of students of color and by offering students more opportunities to live and work part-time on campus. While these findings apply uniformly to white students, the frequency of cross-racial interaction does not always follow an expected path of steady gains for students of color as the student body becomes increasingly more diverse. Implications of the findings are discussed. 相似文献
110.
Alexander Iur'evich Uvarov Stephen T. Kerr 《Educational technology research and development : ETR & D》1995,43(3):81-86
Conclusion Few would doubt that education is the only way to deal with those global problems that are being felt today in virtually all
countries of the world. It is sad that everywhere both the educational system and the researchers who work in it are experiencing
difficult times. This is especially true for Russian researchers and teachers. The work I have discussed above is being carried
out by true professionals and enthusiasts for their cause. The work continues. The authors of these programs believe that
the time has arrived for serious international projects on the design of methodological support and typical modules for a
system of global education in the context of the developing global information society. 相似文献