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181.
182.
Elisabeth Rudowicz 《Scandinavian Journal of Educational Research》2013,57(3):273-290
Different manifestations of the impact of culture on creativity are discussed and illustrated by empirical studies. They include: (i) conceptualisation of creativity on both the explicit and implicit levels; (ii) attitudes towards creativity and values attached to creativity; (iii) channelling creative endeavour through different domains of human activities; and (iv) socialisation processes and educational goals and practices. It is argued that creative expression is a universal human phenomenon that is firmly grounded in culture and has its own profound impact on culture itself. The effects of culture on creativity are presented within an interactive model that, besides culture, also incorporates historical, societal and individual factors. Methodological dilemmas involved in cross-cultural studies of creativity are also discussed. 相似文献
183.
Elisabeth Gerver 《Open Learning》2013,28(2):28-32
In this article Greville Rumble, Planning Officer of the Open University, argues that the way in which the terms ‘open learning’ and ‘distance learning’ are used in practice is frequently misleading. Open learning has to do with access, structures, and the presence of dialogue and support systems. Many contiguous and distance education systems are open in their practices. In contrast, many so‐called ‘open learning systems’ are anything but open. This article examines the claims being made, and argues the need for greater clarity of thought and expression. 相似文献
184.
Elisabeth Gotschi Stefan Vogel Thomas Lindenthal Manuela Larcher 《The Journal of environmental education》2013,44(2):88-100
In 2005 a survey was used to investigate social norms and attitudes of Viennese high school students (14–20 years, n = 340) toward organic products. Young people, who already participate in household decisions and consume organic products, have not yet been recognized sufficiently in research. The Theory of Reasoned Action and discriminant analysis are used to explore relations of a number of variables and the complex field of factors influencing Viennese high school students’ shopping behavior when shopping for organic products. Key findings include the importance of primary socialization in forming social norms and shaping behavior. Surprisingly, knowledge of organic products does not explain students’ self-reported shopping behavior when shopping for organic products. Cultural patterns seem to be far more useful to predict behavior and attitudes toward organic products. 相似文献
185.
One major concern with public school open enrollment programs is the potential for parents’ school selection errors to adversely affect their children's academic achievement. In this study of the Beijing middle school open enrollment program, we estimate the degree to which children's school outcomes were negatively affected by the poor choices their parents made during the school selection process. We do this by examining parents’ responses to a survey on school choices combined with actual school applications, school admission records, and High School Entrance Examination test scores for 4717 students entering middle schools in Beijing via randomized lotteries. We find that the children of parents who made judgment errors in school selection were admitted to lower quality schools and achieved lower test scores on the High School Entrance Examination. Parents who had less education, whose children performed at lower levels in primary school, and who were less attentive to teachers’ opinions about schools were more prone to make these errors. Providing assistance to parents, especially those less prepared to make informed choices about school selection, is consequently important for supporting more efficient and equitable open enrollment programs. 相似文献
186.
187.
Elisabeth Lefebvre 《Compare》2018,48(2):326-328
188.
Stephan Kr?ner Elisabeth M. Schüller Marcus Penthin Eva S. Fritzsche Marcus C. G. Friedrich Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726
Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed. 相似文献
189.
Elisabeth J. H. Spelt Harm J. A. Biemans Hilde Tobi Pieternel A. Luning Martin Mulder 《Educational Psychology Review》2009,21(4):365-378
Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present
review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to
produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It
was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means
of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that,
to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative.
The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for
enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice
of interdisciplinary higher education can move forward. 相似文献
190.
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