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261.
Irene van Oorschot 《Compare》2014,44(6):895-915
Taking the Institute for Housing Studies in Rotterdam as a case study, this paper aims to theorise the ways non-Western, international students construct and negotiate knowledges in Western institutions of higher education. It describes the types of knowledges these students identify as characteristic of their learning abroad, distinguishing between the curriculum, knowledge of cultural Others and ‘critical thinking’, and the strategies of incorporation, avoidance and resistance with which students negotiate these knowledges. These knowledges, if contested, are then theorised to facilitate these students’ entry into, and mobility within, globally dispersed epistemic communities. 相似文献
262.
This paper discusses some topics that stem from recent contributions made by the History, the Philosophy, and the Didactics of Science. We consider these topics relevant to the introduction of the Special Relativity Theory (SRT) in high school within a contextualized approach. We offer an outline of a teaching?Clearning sequence dealing with the SRT within this frame of reference. Such a sequence was tried out on a group of high school students in Argentina. The results obtained seem to indicate that the proposal has been effective as regards the motivational aspects and the understanding students gained of some of its concepts. 相似文献
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264.
Irene Onyancha Ahmed Al-Awah Florie Cole 《International Information and Library Review》2012,44(3):171-179
In its 50 years of existence, the United Nations Economic Commission of Africa (UNECA) has created and holds a vast quantity of information and knowledge in a variety of formats, including printed and electronic. These represent the corporate memory, providing historical evidence of its actions and decisions. The information resources include published materials such as flagship publications, journal articles, conference proceedings, technical reports, mission reports, annual reports, working papers, policy briefs, speeches and other grey literature, all which outline important research or decisions that have been made on the economic and social development in Africa. In 2009 the Library was awarded seed funding to implement the ECA Institutional Repository (IR). This paper discusses the various activities that have been undertaken to realize the project including; highly customized Dspace installation to support the MARC21 metadata, digitization, migration of metadata from the Library Integrated Management System (HORIZON) and, customization of the Dspace workflow to enable review of imported records. The paper also highlights lessons learnt, challenges and some of the best practices developed throughout the implementation and roll out of the ECA IR project. The Institutional Repository at http://repository.uneca.org/ is the first of its kind within the United Nations Secretariat and offers unique knowledge and information not available elsewhere pertaining to regional programmes, decisions and resolutions promoting social and economic development of Africa. 相似文献
265.
Despite decades of studies of human infants, a still open question concerns the role of visual experience in the development of the ability to perceive complete shapes over partial occlusion. Previous studies show that newborns fail to manifest this ability, either because they lack the visual experience required for perceptual completion or because they fail to detect the pattern of motion. To distinguish these possibilities, newborns' perception of a center-occluded object was tested, using stroboscopic motion. Infants (mean age of 72 hr) perceived the object as a connected unit, providing the first evidence that the newborn is capable of filling in gaps in the visible surface layout when the relevant visual information can be detected by his or her immature visual system. 相似文献
266.
Li-Yi Wang Liang-See Tan Jen-Yi Li Irene Tan Xue-Fang Lim 《The Journal of educational research》2017,110(2):140-150
Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy. 相似文献
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268.
Connie L. Kvarfordt Irene Carter Wansoo Park Sung Hyun Yun 《Journal of Teaching in Social Work》2013,33(5):545-563
Teaching research to social work students continues to be the topic of an ongoing dialog within the profession. The literature suggests that some form of a “real-world” or “hands-on” learning opportunity has many benefits for teaching a subject that students often are reluctant to engage in. Using online survey methods, researchers gathered feedback from graduate students and their field supervisors about their experience of completing a field seminar that integrated an agency-based research proposal as part of the course requirement. Although there were limitations to this approach, many of the same benefits of actually implementing research were reported by students who completed only a proposal. 相似文献