PLANNING FOR FLEXIBILITY     

Jan K. M. Gevers 《Higher Education in Europe》1985,10(1):101-107

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Response timing accuracy of long-distance movements     

Jasiewicz JM  Simmons RW 《Research quarterly for exercise and sport》2002,73(3):371-374

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HIGHER EDUCATION ‐ PROBLEMS AND PERSPECTIVES IN POLAND     

Jan Kluczynski 《Higher Education in Europe》1981,6(4):41-46

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Self-Knowledge and the Modern Mode of Learning     

Jan H. Blits 《Educational theory》1989,39(4):293-300

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Patricia Kanngiesser;Jahnavi Sunderarajan;Jan K. Woike; 《Child development》2024,95(1):16-23

Cheating is harmful to others and society at large. Promises have been shown to increase honesty in children, but their effectiveness has not been compared between different cultural contexts. In a study (2019) with 7- to 12-year-olds (N = 406, 48% female, middle-class), voluntary promises reduced cheating in Indian, but not in German children. Children in both contexts cheated, but cheating rates were lower in Germany than in India. In both contexts, cheating decreased with age in the (no-promise) control condition and was unaffected by age in the promise condition. These findings suggest that there may exist a threshold beyond which cheating cannot be further reduced by promises. This opens new research avenues on how children navigate honesty and promise norms.  相似文献   

    

Jan Gresil S. Kahambing; 《Curator: The Museum Journal》2024,67(3):547-563

This paper attempts to contextualize a philosophy of curation that is object-oriented or toward a “return to the object.” In the museum, three interrelated philosophical problems pervade curation practices that prevent access to the object as it is. Here, the subject-object relations or idealism-realism issues are reconsidered as a specific niche of the philosophy of curation. To address these issues, this paper claims that Jean-Paul Martinon and Graham Harman's philosophical return to the Heideggerian fourfold (das Geviert) can introduce creative pathways for the curated object that is riddled with excess and tensions. Later, with some caveats, the paper addresses the issues and suggests a possible avenue for further research.  相似文献   

    

Brecht Peleman  Arianna Lazzari  Irma Budginaitė  Hanna Siarova  Hanan Hauari  Jan Peeters  Claire Cameron 《European Journal of Education》2018,53(1):9-22

This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.  相似文献   

    

Betty Collis  Wim de Boer  Jan van der Veen 《Educational Media International》2013,50(4):229-240

Since 1997, the authors have been involved with the increasingly widespread use of a Web-based course-management system called TeleTOP not only in their own university but also in other universities and training settings. The implementation of TeleTOP was accompanied with an emphasis on a pedagogy that was new to almost all of the instructors involved: that of shifting the focus in a course from the presentation of content to the facilitation of learners making contributions to the course TeleTOP environment, contributions that serve as subsequent learning resources for others in the same course and can be re-used as resources in other versions of the courses and other settings. This article describes the theoretical basis for the approach, illustrates how the pedagogy works in practice and gives some of the results. Construire à partir des apports des apprenants: une stratégie pédagogique par Internet. Depuis 1997, nous avons été impliqués, de plus en plus, dans l'utilisation d'un système de cours appelé TeleTOP, non seulement dans notre université mais aussi dans d'autres établissements de formation. Nous avons implanté TeleTOP grâce à une pédagogie nouvelle aux yeux de la plupart des enseignants: celle consistant à passer de la simple présentation du cours à la possibilité pour l'étudiant de participer à l'élaboration même du cours TeleTOP. Ces contributions ont pu être utiles à d'autres étudiants mais ont aussi pu servir à l'élaboration d'autres versions de cours. Dans cet article, nous décrivons les bases théoriques de notre approche, nous montrons comment cette pédagogie fonctionne dans la pratique, et donnons quelques résultats. Das Einbauen von Anfängerbeiträgen: Eine Web-basierte pädagogische Strategie. Seit 1997 sind wir mit der zunehmend verbreiteten Verwendung eines Web-basierten Kursmanagementsystems, genannt: TeleTOP, befasst , nicht nur in unserer eigenen Universität, sondern auch an anderen Universitäten und Ausbildungsstätten. Wir haben die Einführung von TeleTOP schwerpunktmäßig mit einer Pädagogik begleitet, die fast allen betroffenen Ausbildern neu war: nämlich, dass im Laufe eines Lehrgangs der Fokus von der Darstellung des Inhalts zur Möglichkeit, über Eigenbeiträge der Lerner selbst Kursmaterial zu TeleTOP hinzuzufügen, das anschließend für andere Kursteilnehmer oder auch für andere Kurse als Lernressource wieder genutzt werden kann, gerichtet wird. In diesem Artikel beschreiben wir die theoretische Basis für unseren Ansatz, erläutern, wie die Pädagogik in der Praxis funktioniert, und teilen einige unserer Ergebnisse mit.  相似文献   

Imagen del yo en los adolescentes y posición escolar en educación física y deportiva. Estudio comparativo con alumnos varones de tercero     

Roger Meyer 《Infancia y Aprendizaje》2013,36(37):45-56

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Holmes Finch  Karen Barton  Patrick Meyer 《Educational Assessment》2013,18(1):38-56

The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more central in discussions about test fairness and accessibility as well as evidence of validity. This study seeks to examine whether there exists differential item functioning for math and language items between special education examinees receiving accommodations and those not receiving accommodations.  相似文献