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141.
Towards a European Academic Labour Market? Some Lessons Drawn from Empirical Studies on Academic Mobility 总被引:1,自引:0,他引:1
Christine Musselin 《Higher Education》2004,48(1):55-78
In Europe, academic mobility has a long tradition which began with the birth of the European universities in the middle ages. Recently, European policies were strongly oriented towards the promotion of student and academic mobility and the creation of research networks and projects within Europe. Nevertheless, academic labour markets in Europe remain highly national and many obstacles hinder the development of European careers and the europeanisation/internationalisation of academic recruitments. Two different perspectives will be developed in this paper. First we will document the strong divergences among the national recruitment and careers processes within Europe and the problems raised by this situation. Second, we will draw on two empirical studies we conducted on academic mobility, the first one, led in 1995 in France, Germany and the UK and the second this year in France. Both studies show that most post-docs conceived their foreign experience as a personal strategy and aimed at improving their chances for recruitment in their own country. Within Europe, foreign country careers still are an exception due to accidental opportunities. 相似文献
142.
Ohne Zusammenfassung 相似文献
143.
Stephen L. Thompson Christine Lotter Xumei Fann Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463
Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes. 相似文献
144.
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146.
Christine Redman 《理论付诸实践》2017,56(4):318-326
The main focus here is to examine the benefits of defining and developing an engineering curriculum for elementary schools. Like many other international educational systems, Australian educational settings have been seeking to effectively implement science, technology, engineering, and mathematics (STEM) education. However, current assumptions and expectations of STEM education are broad, poorly defined and intangible. This article deliberates on possible contributions and impediments that are preventing teachers from achieving engineering education in their classrooms. Using positioning theory, this article offers possible ways that the specific literacies of engineering can be better realized in teacher practices. A closer alignment will be necessary between the visions and expectations of STEM education, as perceived by governments, business, industry, and schools, to ensure a realization of the potential of STEM education. Engineering education in elementary school settings warrants the investment of time to understand what it proffers, and to enable teachers to identity and refine their practices to optimize the many benefits afforded. 相似文献
147.
Christopher L. Cunningham Dobrina M. Okorn Christine E. Howard 《Learning & behavior》1997,25(1):31-42
DBA/2J mice were exposed to a distinctive floor stimulus (CS+) and ethanol (2 g/kg) in a place conditioning paradigm. A different floor stimulus (CS?) was presented with saline. Mice injected just before or 30 min before CS exposure (Groups 0, ?30) showed conditioned place preference, whereas mice injected right after exposure to the CS (Group 5) displayed place aversion (Experiment 1). None of the other groups (?120, ?60, 15, 60) showed place conditioning. Handling and saline injection given just before or after CS exposure were unable to produce place conditioning (Experiment 2). However, there was a positive relationship between ethanol concentration (10% vs. 20%) and test performance, suggesting that peritoneal irritation influences place conditioning (Experiment 3). Overall, these findings support the suggestion that intraperitoneal injection of ethanol produces an initial short-duration aversive effect that is followed by a longer lasting positive motivational effect. 相似文献
148.
Christine Halse Kerry Kennedy John J. Cogan 《International Journal of Educational Research》2004,41(7-8):584-594
This chapter provides a cross-societal discussion of the findings of the Schooling for the future study, the case studies. It examines why senior educators and policy leaders in each of the six case study societies believe that bureaucratic school systems are the most likely scenario for future even though these are not the most desired. It examines some of the key factors that account for senior educators and policy leaders’ views, and the changes they argue are needed to achieve the desired scenario for the future. The chapter concludes with a discussion of the contribution and the implications of the study for the usefulness of the OECD scenarios as policy tools. 相似文献
149.
This article contributes to the growing scholarly literature about students as partners in learning and teaching in higher education by describing an initiative designed to support partnership and a study investigating international staff and student perspectives. The initiative – an international summer institute – is a four-day, professional development experience that brought together students and staff from seven countries to learn about partnership and develop specific partnership projects. Participants in the institute were invited to contribute to a qualitative study exploring their experiences of students as partners work and their perceptions of the institute’s capacity to support it. Given that much existing research on this topic tends to be celebratory, we focus here on the challenges participants ascribed to student-staff partnership, and on the features of the summer institute they thought particularly useful in helping them to navigate these difficulties. Looking beyond the summer institute, we consider the implications of these findings for those looking to support partnership more broadly. 相似文献
150.
Jill J. Martin Christopher H. Skinner Christine E. Neddenriep 《Psychology in the schools》2001,38(4):391-400
Researchers have shown that students' perceptions of mathematics assignments could be improved by interspersing additional briefer, easier problems (e.g., Logan and Skinner, 1998). The current study was designed to extend this research to reading tasks. Seventh‐grade students read out loud both a control passage and a similar experimental passage that contained additional interspersed brief (i.e., 16 words), easy (i.e., first‐grade reading level) paragraphs. Students then selected the passage that would require the least effort to read and the least time to read. Students also indicated the passage they liked most (preference) and the passage that they would like to read again (choice). Significantly more students selected the control passage as requiring less time to read, but no differences were found for preference, choice, or effort selections. The results failed to confirm earlier research on the interspersal procedure, thus our findings have applied and theoretical implications regarding causal variables that may account for the effectiveness of the interspersal procedure. Specifically, the current study suggests that the interspersal procedure may improve assignment perception only when the procedure increases discrete task‐completion rates. © 2001 John Wiley & Sons, Inc. 相似文献