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21.
Education and Information Technologies - This paper is based on research studies conducted in the academic community of students and staff members (teachers, researchers and administrative staff)... 相似文献
22.
Joanna Musial 《欧洲教育》2014,46(3):55-74
This study analyzes degrees of differences between the private and public sectors of Polish higher education. It finds them to be strong: Polish private institutions function very differently from Polish public institutions and these differences correspond with those found in the literature on higher education elsewhere in the world. Polish intersectoral differences follow directions anticipated from the global literature. The study also provides material usable in policymaking by government agencies, public-private universities, and families. 相似文献
23.
Sei-Ching Joanna Sin 《Library & information science research》2011,33(1):41-53
Information inequity is a central concern of the digital age. Many recognize the role of public libraries in bridging such inequities. Unfortunately, however, public libraries are often limited by the funding available to them. This study used a geographic information system (GIS), inequality measures, and multiple regressions to analyze statistics from the Public Libraries Survey (PLS) collected by the National Center for Education Statistics (NCES) and from census tract data. It evaluated the levels of public library funding and services and tested how these resources vary with neighborhood income and urbanization levels. This is one of the few nationwide multivariate studies of neighborhood-level variations. The study revealed significant funding and service variations across the nation's 9000 library systems. Distributions of digital materials, full-time staff with a master's degree in library and information science, and library programs were especially disparate. Library systems in lower-income or rural neighborhoods were relatively less funded and offered fewer information resources. Interestingly, the only variable that was not significantly associated with neighborhood income was the number of public Internet terminals. This suggests that recent funding and research efforts may have made a difference. Similar funding efforts are encouraged for other types of library resources such as staff education and training. In light of the prevalent disparities in resource levels across neighborhoods, the study calls for a fundamental evaluation of the funding mechanisms for libraries. Also, information behavior research should investigate how this structural information inequity affects individuals’ information use decisions. 相似文献
24.
Joanna Eade 《English in Education》1997,31(3):32-39
This study shows how the achievement of bilingual learners can be raised within the classroom context and within the framework of the National Curriculum. One text was used to stimulate a wide variety of language activities including using different styles and structures, having a sense of audience and an extended vocabulary, and exploring the children's own experiences and beyond. 相似文献
25.
Joanna C. Dunlap 《Performance Improvement》2008,47(8):26-34
It is often difficult to transfer learning from one situation to another. Learning is more likely to be transferred if instruction is situated within a realistic context, using a problem‐centered instructional approach. However, it can be challenging to create problem‐centered instruction that authentically represents the needs and activities of the workplace and profession. This article describes the problems of practice approach––an iterative, guided process for developing problems for problem‐centered instruction. 相似文献
26.
ABSTRACTThis article centres on a reunion held at the National Football Museum in 2018 of women football players active before 1993, particularly the England team for the unofficial Women's World Cup in 1971. After outlining the organisation of the tournament, the experience of the three youngest England players is articulated using oral history case studies. Finally the argument suggests that social strategies, such as reunions, enable a degree of reminiscence therapy and provide museum and archives with potential material, currently in the private domain, to build contemporary collections, provided that players are willing to gift or loan their items. 相似文献
27.
Brian Griffiths (1927–2008) was a British mathematician and educator who served as a member of the founding editorial board
of Educational Studies in Mathematics. As a mathematician, Griffiths is remembered through his work on what continue to be known as ‘Griffiths-type’ topological
spaces. As a mathematics educator, his most profound contribution was, with Geoffrey Howson, in offering a conceptualisation
of the relationship between mathematics, society and curricula. 相似文献
28.
Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation. 相似文献
29.
30.
Deborah Ann Fields Yasmin Kafai Tomoko Nakajima Joanna Goode Jane Margolis 《Equity & Excellence in Education》2018,51(1):21-35
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections. 相似文献