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81.
Work practices in the creative industries have changed significantly since the turn of the twenty-first century. The design profession in particular has been influenced by rapidly emerging digital media practices and processes. While the design sector remains a significant source of employment, in recent years, there has been considerable growth in the number of designers working – or ‘embedded’ – in other sectors of the economy. The extent to which tertiary curricula cater for this shift in work practices and employment types is not well known. In this article, we report on original research on the preferred work destinations of a cohort of design students. This research was supplemented by a set of interviews with a small group of embedded designers in order to gain insights into the characteristics of embedded positions. Our research reveals that an embedded design position, while not well understood by undergraduate students, is a significant career path and one that should receive greater attention in undergraduate design curricula. We conclude that greater emphasis should be placed on assisting embedded designers to maintain creative networks that support them in what is a relatively isolated creative role. 相似文献
82.
This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups. 相似文献
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Katarina Eriksson 《Scandinavian Journal of Educational Research》2013,57(4):391-408
The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils' reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4-7. A series of booktalk dilemmas were identified. The so-called book clubs studied were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into calculating tasks, vocabulary lessons or reading aloud exercises. Another complication concerned the synchronising of the pupils' reading, which led to extensive negotiations on the part of teacher and pupils. 相似文献
85.
Katarina Eriksson Barajas 《Scandinavian Journal of Educational Research》2013,57(6):581-596
The present paper concerns the use of film for eliciting discussions of fundamental values in an upper secondary school setting. In this case, Lilya 4‐ever, a feature film about sex trafficking, is used. The present paper contributes some empirical knowledge about how young people are “doing gender” in a natural setting—an educational context—that celebrates equality values. The examples from a group discussion between pupils reveal a balance between performing the school task, discussing the questions on the sheet the teacher provided, and working on their private identities, which here includes social interplay that among teenagers could involve rejecting an academic identity. The analysis concerns how pupils use discourses drawn from a film in that balancing act. The paper explores how discourses on sex are used to gain power in conversation, to challenge male sexuality, and to reject victimization. 相似文献
86.
Edvard Kolar Katarina Andlovic Kolar Stanko Štuhec 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):69-78
Abstract The aim of our research was to study the relationships between performance variables in a support backward swing (SBS), which was used as a progressive step in the learning procedure for a 1#fr1/4> straddle‐piked front somersault and the swing prior to a 1#fr1/4> straddle‐piked front somersault from support to bent arm support on the parallel bars (5/4S). Mitja Petkov?ek, parallel bars gold medallist at the 2000 EC in Bremen, performed these elements. Kinematic analysis involved CMAS software (Praha, 1993), and the Suskana body segment model that has 17 points and 15 segments. Kinetic variables were estimated using 2D IMGIM software, which has 8 points and 6 segments (Colja and ?uk, 1994). The results indicated that some kinematic aspects of the two types of swings were similar but there were important differences in kinetic aspects of the motion. During the swing for the 5/4S, force and torque were higher than in the SBS. 相似文献
87.
Kolar E Kolar KA Stuhec S 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(1):69-78
The aim of our research was to study the relationships between performance variables in a support backward swing (SBS), which was used as a progressive step in the learning procedure for a 1 1/4 straddle-piked front somersault and the swing prior to a 1 1/4 straddle-piked front somersault from support to bent arm support on the parallel bars (5/4S). Mitja Petkovsek, parallel bars gold medallist at the 2000 EC in Bremen, performed these elements. Kinematic analysis involved CMAS software (Praha, 1993), and the Suskana body segment model that has 17 points and 15 segments. Kinetic variables were estimated using 2D IMGIM software, which has 8 points and 6 segments (Colja and Cuk, 1994). The results indicated that some kinematic aspects of the two types of swings were similar but there were important differences in kinetic aspects of the motion. During the swing for the 5/4S, force and torque were higher than in the SBS. 相似文献
88.
Karin Hannes Katja Petry Mieke Heyvaert 《International Journal of Research & Method in Education》2018,41(3):291-305
The present article focuses on the meta-aggregative approach to qualitative evidence synthesis. Originally developed in Australia by the Joanna Briggs Institute, it mirrors the review process for reviews of effectiveness outlined by the international Cochrane and Campbell Collaboration, while remaining sensitive to the specific characteristics of qualitative research. Meta-aggregation is largely inspired by American pragmatism, hence its most distinct feature is that it produces synthesized statements in the form of ‘lines of action’ to be undertaken by practitioners and policy-makers. After a decade of implementing the meta-aggregative approach, we consider its challenges and outline how these can be dealt with in practice. We illustrate this by means of a worked example on experiences of pupils with special educational needs in inclusive education. 相似文献
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Burkhard Priemer Katja Eilerts Andreas Filler Niels Pinkwart Bettina Rösken-Winter Rüdiger Tiemann 《Research in Science & Technological Education》2020,38(1):105-130
ABSTRACTBackground: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework.Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving.Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics.Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short.Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a fine-grained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved. 相似文献
90.
Košir Katja Klasinc Lucia Špes Tanja Pivec Tina Cankar Gašper Horvat Marina 《European Journal of Psychology of Education - EJPE》2020,35(2):381-402
European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents.... 相似文献