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101.
The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender‐neutral domain. A sample of 1300 students in two age groups, 15‐ and 17‐ years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain. 相似文献
102.
Siegfried?HanhartEmail author Marie?Anne?Broyon 《Educational Research for Policy and Practice》2004,3(1):47-62
Switzerland spends about 6% of its GDP on education. In the past few years, there have been carrying out important reforms in the educational field, for example introducing a vocational high school diploma and creating specialized higher vocational institution (hautes écoles). What is the extent of educational research in this context? There are very little data on this subject. To meet the need of information, we carried out a study examining expenditure on Swiss educational research from 1998 to 2000 and the link between sources of funding and research centres. The results of the above-mentioned study show that expenditure on educational research is modest compared with the overall cost of the educational system. It also reveals a distinct distribution of tasks amongst the institutions directly dependent on state educational administrations and universities. Although there are also other sources of funds, educational research relies mainly on public funding. This is disconcerting, as public budgets have been facing cuts in recent years, and new requirements for research needs will arise (future research is likely to involve such activities as evaluating reforms and participating in international survey). We conclude new funding strategies have to be found and researchers need to communicate their results more effectively. 相似文献
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104.
Dörrenbächer-Ulrich Laura Weißenfels Marie Russer Lea Perels Franziska 《Instructional Science》2021,49(1):137-163
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
105.
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
106.
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108.
S A Rose 《Child development》1988,59(5):1161-1176
To investigate the integration of visual information across space and time, infants watched the contour of a shape being traced out by a moving point source of light and then viewed 2 objects: 1 with the shape they had just seen traced and 1 with a novel shape. In the first study, which varied the number of tracings (velocity about 16.7 cm/sec), 12-month-olds looked longer at the novel object in all conditions, indicating that they recognized the similarity between the alternative object and tracing of like contour. Study 2, which varied velocity (14.7 and 7.4 cm/sec), stimuli, and the number of tracings, provided evidence for the generalizability of these results but indicated that performance suffered at the slower speed. Studies 3 and 4 held velocity constant (14.7 cm/sec) while varying the size of the tracings and age of the infant: 12-month-olds, but not 6-month-olds, recognized figures in instances where it took up to 10 sec to complete a single tracing. Because it took so long to complete many of the tracings, central rather than purely retinal mechanisms appear to be involved in integrating shape in these situations. 相似文献
109.
Marie S. Tisak Larry P. Nucci Amanda M. Jankowski 《Early education and development》1996,7(2):137-148
Preschool children's social interactions with teachers and peers were observed in the context of moral and prudential events. Twenty groups of children were observed during free play for a total of 164 hours (8 hours per each group). Four types of moral transgressions were observed: physical harm, psychological harm, property loss, and property damage. The majority of the moral transgressions pertained to physical harm and property loss. There were equal frequencies of both moral and prudential physical harm acts; Moral physical harm acts resulted in actual harm; whereas, prudential acts were only potentially harmful. Teachers responded differently to moral and prudential rule violations. Gender differences were noted with regard to instigator, victim teachers' responses, and victims' responses. 相似文献
110.
ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics. 相似文献