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31.
Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs. 相似文献
32.
Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu’s notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS. 相似文献
33.
Approaches to learning,evaluations of teaching,and preferences for contrasting academic environments 总被引:5,自引:1,他引:5
Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed. 相似文献
34.
Hilary Steedman 《比较教育学》1974,10(2):137-145
35.
ABSTRACT— This article examines the role of working memory, attention shifting, and inhibitory control executive cognitive functions in the development of mathematics knowledge and ability in children. It suggests that an examination of the executive cognitive demand of mathematical thinking can complement procedural and conceptual knowledge-based approaches to understanding the ways in which children become proficient in mathematics. Task analysis indicates that executive cognitive functions likely operate in concert with procedural and conceptual knowledge and in some instances might act as a unique influence on mathematics problem-solving ability. It is concluded that consideration of the executive cognitive demand of mathematics can contribute to research on best practices in mathematics education. 相似文献
36.
The present study examined the relationship of child maltreatment to both emotion dysregulation and subsequent eating pathology. In an effort to extend previous research, the authors examined the unique impact of childhood emotional abuse (CEA) on emotion dysregulation and eating disorder (ED) symptoms while controlling for the effects of sexual and physical abuse. Structural equation modeling was utilized to simultaneously examine the effects of all three abuse types on multiple dependent variables as well as examine whether deficits in emotion regulation mediated the relationship between abuse and eating pathology. Results from a survey of 1,254 female college students revealed significant paths from abuse subtypes to specific eating disorder symptoms, with CEA evidencing the strongest association with ED symptoms. Additionally, emotion dysregulation was positively associated with ED symptoms, and mediated the effects of emotional abuse on symptoms. Findings support previous research on the enduring effects of emotional abuse as well as highlight the importance of the assessment of CEA in the treatment of ED symptoms. 相似文献
37.
Pamela Jeffcott Parry Hilary Evans John Sander Harold E. Edgerton James R. Killian Deborah Turbeville 《Communication Booknotes Quarterly》2013,44(4):87-91
Pamela Jeffcott Parry's Photography Index: A Guide to Reproductions (Westport, Conn.: Greenwood Press, 1979–$25.00) Hilary Evans' The Art of Picture Research: A Guide to Current Practice, Procedure, Techniques and Resources (Newton Abbot, Y.K.; and North Pomfret, Vt.: David & Charles, 1979—$28.00) Melissa Milar, ed. 1980 Photographer's Market: Where to Sell Your Photographs (Cincinnati, Ohio: Writer's Digest Rooks, 1979—$12.95) Photographis '79 (New York: Hastings House, 1979–$49.50) John Sander's Photography Year Book 1979 (New York: Fountain Press/Hastings House, 1979—$24.95) Harold E. Edgerton and James R. Killian, Jr.'s Moments of Vision: The Stroboscopic Revolution in Photography (Cambridge, Ma.: MIT Press, 1979—$20.00) Deborah Turbeville's Wallflower (New York: Congreve Publishing Co, 1978—$27.50) Robert L. Kerns' Photojournalism: Photography with a Purpose (Englewood Cliffs, N.J.: Prentice-Hall, 1980—$14.95) Focalguide to Slides by Graham Saxby (New York: Focal/Hastings House, 1979- 46.95, Paper) Focalguide to Close-Ups by Sidney F. Ray (1978--$6.95, paper) 相似文献
38.
Dr Hilary McQueen Susan Hallam Andrea Creech Maria Varvarigou 《International Journal of Lifelong Education》2013,32(3):353-377
The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders’ and participants’ views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant and 13 activity leader questionnaires, from 28 participant and 13 activity leader individual interviews, and from 15 participant focus groups were analysed within a philosophical framework that refers to six approaches: liberal, progressive, behaviourist, humanistic, radical and analytic. NVivo and SPSS assisted with the quantitative and qualitative analyses. The analyses indicated that humanism was prevalent although other approaches, particularly behaviourist and progressive, were evident. Activity leaders’ emphasis on humanism might lead to more concern with the comfort side of participation than with musical progression. There was very little use of formal assessment or feedback to support progression. There was some discrepancy between purposes for participation between leaders and participants. There might be a need to clarify purpose, particularly if activities are part of adult education rather than adult social groups. 相似文献
39.
Margaret Scanlon Hilary Jenkinson Pat Leahy Fred Powell Olive Byrne 《Irish Educational Studies》2013,32(3):343-357
The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic. 相似文献
40.
Hilary Lee-Corbin 《Education 3-13》2013,41(2):51-57
This paper considers the process of being in special measures and looks at the experiences that teachers in five primary schools encountered. It also endeavours to establish links with generally accepted characteristics of school improvement as identified in previous research on sustained primary school improvement and school improvement in general. 相似文献