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41.
Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes 总被引:1,自引:0,他引:1
BARBARA M. KEHM 《European Journal of Education》2007,42(3):307-319
The first part of the article provides an overview of the changing policy contexts in Europe and North America in which doctoral education and training are embedded and points out the similarities and differences of the ongoing debates and concerns about doctoral education in the two world regions. The second part provides some insight into the differentiation of motives and purposes of doctoral education which has led to a differentiation of the models for doctoral education based on a clearer distinction between a research and a professional doctorate. In the third part, a number of networks, projects and initiatives concerned with reforming doctoral education are introduced to serve as an illustration of the direction current changes are taking. The last part draws some conclusions, emphasising in particular the fact that knowledge production has become a strategic resource in the emerging knowledge economies and thus an object of policy-making and institutional management. This development tends to lead to a concentration of research and research training in fewer institutions. 相似文献
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In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation. 相似文献
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation. 相似文献
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BARBARA HERLIHY MADELYN HEALY ELLEN PIEL COOK PAT HUDSON 《Counselor Education & Supervision》1987,27(1):69-76
The authors report results of a survey, conducted in 1986 by the Association for Counselor Education and Supervision (ACES) Ethics/Professional Practices Interest Network, of licensing boards in the 10 states that had enacted professional counselor licensure laws by the end of 1984. Data are reported regarding the number of counselors licensed in each state, the nature and extent of ethical violations claimed, dispositions of the complaints by the boards, the applicants' performance on ethics sections of licensure examinations, and the levels of concern expressed by board representatives regarding the ethics preparation and ethical practices of licensees. Implications of findings for counselor educators and supervisors are discussed. 相似文献
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Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire 总被引:1,自引:0,他引:1
In recent years, measuring the efficiency and effectiveness of higher edu cation has become a major issue. National governments are now demanding greater public accountability for funds invested in the sector, resulting in the emergence of various performance indicators relating to both teaching and research. The Course Experience Questionnaire (CEQ) was developed to measure the perceived quality of teaching in degree programmes. It evolved from research that identified curriculum, teaching and assessment as key determinants of students' approaches to learning and, in turn, the quality of their learning outcomes. The CEQ data are intended for use in making comparisons within fields of study over time and/or across institutions. However, no European study has reported on its suitability to evaluate teaching within an accounting programme. This paper outlines the development of the CEQ and confirms its reliability and construct validity for use in the accounting discipline in an Irish context. 相似文献
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