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11.
Nathalie Bulle 《比较教育学》2011,47(4):503-521
The PISA survey influences educational policies through an international competitive process which is not wholly rationally-oriented. Firstly, PISA league tables act normatively upon the definition of formal educational aims while the survey tests cannot evaluate the educational systems’ relative strengths with regards to such aims. We argue that they measure a kind of academic potential of the students. Secondly, errors in interpreting national success or failure stem from the causal inferences developed from observing national cases. In order to give such comparisons a stronger basis, we distinguish five main educational models within the OECD countries and compare their PISA 2006 results to their population’s socio-cultural levels as well as their performance recorded in an academic-programme-based survey such as TIMSS. Our conclusions contrast heavily with the usual lessons inferred from PISA, which follow OECD-promoted guidelines, and explain French students’ weakening as well as Finnish students’ success. 相似文献
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Conceptualising the heterogeneity of research-based spin-offs: A multi-dimensional taxonomy 总被引:1,自引:0,他引:1
Philippe Mustar Marie Renault Evila Piva Andy Lockett Bart Clarysse Nathalie Moray 《Research Policy》2006,35(2):289-308
Research-based spin-offs (RBSOs) have become an important aspect of the technology transfer process. Emanating from what is conventionally a non-commercial environment, RBSOs pose major challenges if they are to realise their potential to meet the objectives of their founders and the parent research organisations (PROs) from which they emerge. An important issue is to understand the heterogeneity of RBSOs. This paper reviews the literature on RBSO typologies to develop a taxonomy of RBSOs. We identify common themes in relation to these typologies in relation to (1) spin-off creation and (2) spin-off development. The dimensions that differentiate between firms are the type of resources, the business model and the institutional link. We identify gaps in current typologies in order to propose avenues for future conceptual and empirical research. 相似文献
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van der Wal Nathalie J. Bakker Arthur Drijvers Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104
Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future. 相似文献
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Carol A. Carrier Richard E. Clark 《Educational technology research and development : ETR & D》1978,26(4):329-336
Research on the relationship between learner aptitudes and presentation modes has taken several approaches — and raised a
number of questions. This study sought to clarify the relationships between modes of presentation (verbal vs. spatial), explicitness
of presentation (little or much), and student aptitudes (verbal vs. spatial). Explicit guidance clearly was helpful in teaching
the fourth-grade subjects, regardless of type of aptitude, how to compute surface areas of two- and three-dimensional objects.
The relationship between mode of presentation and aptitude was less clear. The authors discuss their findings at length and
suggest several areas for future aptitude-treatment-interaction research. 相似文献
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Olivier Girard Sébastien Banzet Nathalie Koulmann Mounir Chennaoui Catherine Drogou Hakim Chalabi 《European Journal of Sport Science》2018,18(10):1346-1356
We tested the hypothesis that backward downhill walking (eccentric component) impairs both voluntary activation and muscle contractile properties in the plantar flexors and delays recovery as compared to a gradient and distance-matched uphill walk. Fourteen males performed two 30-min walking exercises (velocity: 1?m/?s; grade: 25%; load: 12% of body weight), one downhill (DW) and one uphill (UP), in a counterbalanced order, separated by 6?weeks. Neuromuscular test sessions were performed before, after, 24-, 48- and 72-h post-exercise, including motor nerve stimulations during brief (5?s) and sustained (1?min) maximal isometric voluntary contractions of the plantar flexors. DW (?18.1?±?11.1%, P?.001), but not UP (?6.0?±?7.7%, P?=.15), decreased torque production during brief contractions for at least three days post-exercise (P?.05). Voluntary activation during brief contractions decreased after DW (P?.05), but not UP, and recovered by 24?h. Both UP (?9.3?±?9.0%, P?=?.024) and DW (?25.6?±?10.3%, P?.001) decreased torque production during sustained contractions but voluntary activation (P?=?.001) was lower in DW than UP. Peak twitch torque and maximum rates of torque development and relaxation were equally reduced after UP and DW (P?.05), and recovered by 24?h. DW induced an increase in muscle soreness with peak values observed 48?h post-walking (P?.001), whereas post-UP exercise changes were non-significant (all P?>?.05). Using a direct comparison, the capacity to drive the plantar flexors during sustained contractions remains sub-optimal during the three-day recovery period in response to non-exhaustive, downhill backward walking in reference to an uphill exercise matched for distance covered. 相似文献
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Carol A. Carrier Michael D. Williams Bruce R. Dalgaard 《Research in higher education》1988,28(3):223-239
Notetaking is a universal activity in college lecture courses, but little research has been done to examine students' perceptions of this study strategy as it relates to their overall study routine. In the current study, students in a large lecture course in introductory macroeconomics were asked to complete the Notetaking Perceptions Survey (NPS), an instrument that assesses students' perceptions of the worth or value of notetaking, their perceived level of notetaking activity, and their degree of confidence about their own notetaking skill. Additionally, students' learning style, as assessed by the Learning Style Inventory (Smith and Kolb, 1986), gender, high school rank, and year of high school graduation were included as predictor variables within a multiple regression analysis to predict scores on the there notetaking perception factors. Notetaking perceptions were predicted by one of the learning style dimensions and by gender. The relationships of final course grades with the three notetaking factors from the NPS and the other learner characteristics were also determined. Grades were predicted by one of the notetaking perception factors and by high school rank. 相似文献