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161.
Journal of Science Teacher Education - 相似文献
162.
Stang Lund Elisabeth Bråten Ivar Brandmo Christian Brante Eva W. Strømsø Helge I. 《Reading and writing》2019,32(2):335-356
Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate... 相似文献
163.
164.
Journal of Science Education and Technology - The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher clinical teaching... 相似文献
165.
Elisabeth Arweck 《British Journal of Religious Education》2004,26(2):133-149
This article is concerned with the connection between religions and education. It explores the case of one particular values education programme, ‘Living Values: an educational program’, and its link with the Brahma Kumaris World Spiritual University (BKWSU) to show how the programme originated and developed, which individuals and institutions were involved in these processes, how such a programme finds application in British schools and what form such application takes. The article traces a ‘chain of transmission’ from inception to classroom and looks at the reception which a values-based programme finds among teachers, pupils and parents. The article is based on ethnographic and documentary data gathered in a one-year research project (September 2001 to October 2002) in the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick. 相似文献
166.
Brynja Elisabeth Halldórsdóttir Gudjonsson 《Ethnography and Education》2018,13(3):322-339
ABSTRACTThis article focuses on multiracial student experiences using co-created ethnographic data with two students’ spoken word poetry. The students considered their own history, their origins and discovered a complexity – and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students’ identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others. 相似文献
167.
Alan Hayes Sherry Livingstone 《International Journal of Disability, Development & Education》1986,33(1):35-48
Comparatively little research has focussed on the experiences of disabled children in rural communities where mainstreaming may be a matter of necessity, thus providing examples of “natural experiments” in mainstreaming. A pilot study is described in which case studies are presented of five children with disabilities who attended regular schools in isolated rural communities in Queensland; a number of factors are suggested which may be associated with the outcomes of mainstreaming for these children. Several key issues in rural mainstreaming are offered as bases for hypotheses to be examined in future research programs. 相似文献
168.
Elisabeth Wesseling 《Children‘s Literature in Education》2004,35(4):319-345
This article intervenes in the debate about the pedagogical import of Heinrich Hoffmann’s Der Struwwelpeter. Should this book be regarded as a typical example of black pedagogy or as a form of subversive children’s literature? I argue in favour of the latter point of view, on the basis of a close reading of the interaction between words and pictures in this classic children’s book. Meanwhile, this article aims to further our theoretical insights into the narrative potential of images. Every picture tells a story, but how, exactly? I attempt to give an answer to this question through a detailed case study of Der Struwwelpeter. 相似文献
169.
Gertrude Seiberl Elisabeth Bischof Christoph Wenisch 《Wiener klinische Wochenschrift Education》2006,1(3):137-152
Ohne Zusammenfassung 相似文献
170.
Geert W. M. Stevens Elisabeth G. M. Nuyten-Edelbroek Jos L. Van Emmerik 《Higher Education》1979,8(3):279-297
Policy papers published by the Ministry of Education and Science in the Netherlands show that the government is strongly interested in the concept of recurrent education. One possible way of implementing this idea is through university level evening programs. In the Social Science Faculty of the Erasmus University in Rotterdam the evening program in sociology (which was established through the institution's own initiative) has recently taken on an institutionalized character. This article reports the results of research on the first year's experience of the day and evening students who began their studies in 1974. Attention is devoted to evening student recruitment, motives to take up university study and sociology in particular, minimum conditions within the institution's infrastructure, the curriculum and output. University evening education in general is also discussed and some policy conclusions are formulated regarding the realization of university evening education in the Netherlands.Translation: Drs. Ray Jurkovich. 相似文献