L'orientation des adultes en Pologne: Les traditions polonaises dans le domaine de l'orientation

Conclusion Si l'on s'appuie sur les domaines sus-mentionnés de l'éducation des adultes en Pologne, l'orientation peut être définie de la manière suivante: elle est considérée comme étant une méthode influençant et dirigeant l'éducation, qui s'efforce d'aider un individu, un groupe ou une institution.Elle est pratiquée dans les institutions spécialement créées dans ce but, ainsi que dans d'autres où elle joue le rôle d'une méthode auxiliaire.     

Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education

This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.     

Humanisation in Russian Education: a transition between state determinism and individualism

This article is concerned with the development of humanisation in contemporary Russian education where it is regarded as a key factor influencing social change in the country. The authors draw on the proceedings of a seminar held in Moscow in 1994 concerned with the future of Russian education. Through an analysis of past Russian educational development and related psychological theory an argument is developed which suggests that present trends owe more than may be expected to the past. The concept of mediation is a central concern of the authors. They argue that the present discussion in Russia is overly individualistic and takes no account of processes of mediation in pedagogic formulations which render them incomplete and vulnerable to exploitation.     

Academics' social media use over time is associated with individual,relational, cultural and political factors

The use of social media in academics' lives is well documented; however, researchers have a limited understanding about whether, why and how academics' social media use changes over time. Through interviews with 12 scholars, we identify multiple reasons that lead them to change their use of social media over time. Specifically, scholars report their social media use changing as a result of personal life events; professional transitions; concerns related to online privacy and self-protection; evolution of technology; their desire to develop and nurture relationships; awareness of the needs of others; and, the political climate. These findings reflect individual desires and broader cultural shifts, indicating that scholars’ use of social media is impacted not just by their individual preferences, but also by forces that impact upon them.     

Noun phrases in interactive query expansion and document ranking

The paper presents several techniques for selecting noun phrases for interactive query expansion following pseudo-relevance feedback and a new phrase-based document ranking method. A combined syntactico-statistical method was used for the selection of phrases for query expansion. Several statistical measures of phrase selection were evaluated. Experiments were also conducted studying the effectiveness of noun phrases in document ranking. One of the major problems in phrase-based document retrieval is weighting of overlapping and non-contiguous word sequences in documents. The paper presents a new method of phrase weighting, which addressed this problem, and its evaluation on the TREC dataset.     

Characterization of a modelling activity for a first qualitative approach to the concept of energy

How students acquire physics concepts is still an open research question, since the knowledge is complex and requires a long time to be acquired. Within this perspective, this paper presents an analysis of student’s cognitive processes and their evolution during the resolution of a succession of teaching tasks specifically designed to put into play a modelling activity in physics. We particularly focused on cognitive processes which establish relations between the world of objects and events (experimental field) and that of the theory/model. We observe the evolution from simple cognitive processes to more complex ones throughout the successive tasks. This evolution is only possible because the students can simultaneously process elements of the theory/model and the experimental field.     

From research question to scientific publication: educational innovation with university students / De la pregunta de investigación a la publicación científica: innovación educativa con el alumnado universitario

Abstract

This article presents an analysis of the expectations, evaluations and opinions expressed by students taking the course Models of Planning and Educational Research (Social Education Degree, Pablo de Olavide University, Seville), obtained at the beginning and end of a teaching process supported by the continued use of class sessions, semi-virtual sessions, group work, guided individual study and tutorials. This experience has been developed within the institutional framework of the call for educational projects aimed at designing and implementing new teaching and assessment methods, primarily focused on competence-based training, convened by the Vice President for Teaching and European Convergence. The data collection and evaluation of the teaching innovation was carried out in two phases: the first with an assembly or initial discussion of expectations at the beginning of the course, and a final assessment with a questionnaire at the end of the experience.     

The Teacher's Heritage

As a “public servant” the American school teacher of the twentieth century is the most servile, inconspicuous, conservative, and complacent human being on earth. This fact is due to a vicious chain of circumstances which have been in operation from the early days of American history. In my own experience, I have found three principal forces contributing to the general aura of inertia connected with the teaching profession: (1) undergraduate courses in education (2) public opinion (3) pressure groups.     

Return to college education revisited: Is relevance relevant?

This study examines whether the size of the college earnings premium varies depending on the quality of the match between an individual's degree field and his/her occupation. The study uses the Occupational Information Network (O*NET) to obtain a new measure of the quality of occupational match for a sample of 2268 young adults with post-secondary degrees from the restricted use High School and Beyond (1980/92) data. The study finds that people whose occupations better match their degree fields earn significantly higher returns to post-secondary schooling. This result is robust to controlling for an extensive set of pre-existing differences among individuals, and to accounting for differences in earnings across post-secondary degree fields.     

Learning to teach Sport Education in Russia: factors affecting model understanding and intentions to teach

While remarkably positive findings have been presented in research focusing on Sport Education in school settings, investigations on how preservice teachers learn to teach a new curriculum in physical education have been described as ‘the missing link’ in curriculum research. The purpose of this study was to introduce Sport Education to students in a Russian physical education pedagogical college, and to track their understanding of the model through a series of learning experiences. An action research methodology was employed as the main design of this study, which included four experience steps: lecturing, participating, planning and teaching. The most significant finding related to the knowledge that preservice teachers received during their intensive participation. In particular, this cohort of preservice teachers began with the misconception that Sport Education is a model where the teacher is essentially substituted by the students in terms of the operation of the class. However, by the end of the experience, the preservice teachers held the belief that Sport Education is more like a completely different teaching style where the teacher becomes a facilitator of class events. Nonetheless, their previous histories with physical education and their apprenticeships of observation strongly shaped their future intentions to teach the model.