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71.
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The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors... 相似文献
73.
da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
74.
González-Forte Juan Manuel Fernández Ceneida Van Hoof Jo Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565
European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is... 相似文献
75.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献
76.
Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position... 相似文献
77.
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Technology is a dominant mediating factor impacting on current human behaviour and social change, which both acts on and is acted upon by other phenomena. This changing social landscape, along with new expectations and requirements, drives our educational priorities and curriculum agenda. There is no denying the prevalence of technology found in the statements and guidelines of the national Australian Curriculum. Further, the National Review of School Music Education identified the importance of technology in school music education in 2005. The curriculum guidelines illustrate an understanding of technology in Music and the Arts that is both vague and limiting. In 2015 we are at a point of curriculum stasis, an equilibrium that highlights a disconnect between music, technology and Australian music education. This article investigates current secondary school Years 7–10 (ages 11–15 years) Music and Arts curriculum statements concerning the use of technology and compares this to the general capability information and computer technology (ICT) curricula. There is wide recognition that digital technology is essential in teaching and learning, but this is not reflected in contemporary Australian Arts and Music curricula. 相似文献
79.
Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things with which you act to things with which you think. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning. 相似文献
80.
Marcia Eugenio-Gozalbo Raquel Pérez-López Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255
ABSTRACTThe presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. 相似文献