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201.
202.
Improving quality of the child care environment through a consultancy programme for centre directors
Katrien O. W. Helmerhorst Ruben G. Fukkink J. Marianne A. Riksen-Walraven Mirjam J. J. M. Gevers Deynoot-Schaub Louis W. C. Tavecchio 《International Journal of Early Years Education》2017,25(4):361-378
This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant. 相似文献
203.
BRIGITTE GÖBBELS-DREYLING 《Higher Education in Europe》2003,28(2):165-170
Germany consists of sixteen federal states (Länder). According to the Basic Law, the Länder are responsible for education, science, and culture. The Länder support the institutions of higher education financially, making the largest contributions to university funding (90 percent). Following the formulation of the "Incentives and Accountability" leitmotiv, substantial changes have taken place over recent years in relation to the financing of higher education. A change of paradigm occurred that involved movement from detailed input-oriented state control to an output-oriented form of global control. Currently, almost all the Länder are working with highly flexible institutional budgets and with indicator-based allocations of funds. A new salary scheme for professors, based on performance criteria, has been introduced. In some Länder, contracts between state and universities--which describe the performances expected of the institutions-- have been concluded. 相似文献
204.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
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学术殖民主义在行动:美国认证他国大学 总被引:5,自引:3,他引:5
美国认证是针对美国高等教育的现实而设计的,它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国,美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。 相似文献
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209.
Elba Ramos López 《Prospects》1989,19(1):49-55
Previously University Director of Student Welfare and Students' Concerns at that university. Has also worked as Vocational Counsellor and teacher at several universities in Peru. Is interested in psychological research and in vocational and psychological guidance. 相似文献
210.
William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献