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This article applies a capability approach to examine how children's agency, well-being and participation rights can be developed and supported in educational settings. We introduce Amartya Sen's concepts of agency and well-being freedoms and achievements to highlight the tensions and trade-offs between risks to children's agency and well-being in and through educational processes. We draw upon selected empirical examples to illustrate this relationship further. By positioning the development of children's agency as an explicit and important goal of education, alongside well-being achievement, we aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward. 相似文献
54.
Suhua Caroline Fan Rick L. Fought Paul C. Gahn 《Medical reference services quarterly》2017,36(3):220-228
Online users seek help from virtual reference services via email, phone, texting, and live chat. Technologies have enabled new features in library websites to help make this service more accessible and effective. This article is an evaluation of an experimental pop-up live chat box on the website of a health sciences library to see whether the feature would enhance virtual reference services. 相似文献
55.
Christopher A. Kearney 《Educational Psychology Review》2008,20(3):257-282
Problematic school absenteeism in youth has long been a complex and vexatious issue for psychologists, educators, and researchers
from other disciplines. An examination of problematic school absenteeism from different perspectives over many decades has
led to poor comparability across publications, policies, and assessment and intervention protocols. This article briefly reviews
literature from psychology, social/criminal justice, and education to outline important factors that influence school absenteeism.
An interdisciplinary model is then proposed with an emphasis on common terminology and definitions, comprehensiveness with
respect to proximal and distal influences, fluidity and flexibility to account for rapid changes in this population, and user-friendliness
to generate suggestions regarding assessment and intervention. Implications of the model are then drawn for professional practice
and public policy, including recommendations for individual and systemic intervention at multiple levels of risk and severity. 相似文献
56.
Caroline Schouten‐van Parreren 《欧洲师范教育杂志》1989,12(2):131-140
In this article it is argued that reading skills in the teaching of a foreign language are much neglected in the first phase of secondary education. In order to show (I) why reading is of great importance for language acquisition in general and (2) how to utilise reading in the initial stages of language learning, the following questions are dealt with: (1) What is the status of reading in the different approaches to foreign language learning? (2) Why not focus on listening in terms of the receptive skills? (3) Which different types of texts (books) can be used? (4) How should these texts be used in order to maximise the contribution to language acquisition? 相似文献
57.
David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献
58.
Elizabeth E. O’Neal Shiwen Zhou Yuanyuan Jiang Joseph K. Kearney Jodie M. Plumert 《Child development》2021,92(2):e173-e185
This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain. 相似文献
59.
König Johannes Blömeke Sigrid Jentsch Armin Schlesinger Lena née Nehls Caroline Felske Musekamp Frank Kaiser Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212
Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it... 相似文献
60.
Looking at micro-data on the networks of inventors of a French science university, we investigate whether the kind of cognitive relationships between researchers influences the geography of their collaborations.The hypothesis we test (and confirm empirically) is that academic knowledge diffuses in a restricted geographic area when the connected researchers belong to epistemic communities, whereas communities of practice entail less localised effects. We also show that institutionally mixed research teams do not impede large knowledge diffusion. 相似文献