2004雅典奥运会对希腊妇女体育的影响

本文试图介绍希腊女子体育的发展和职业体育的发展。此外,还要介绍非竞技体育的参与情况和女性以观众、球迷或志愿者身份来参加比赛的这一新的兴趣增长情况。2004年奥运会对所有这些发展都起到了积极的推动作用。     

Humanizing Attendance Procedures

In instructional settings, educators are both the creator and the vehicle for that which seeks to be born: an academic legacy. Creating an enduring legacy begins with bringing to life the kind of academic environment that one truly wants to be a part of. Crafting a memorable legacy in the classroom requires authentic, sustainable relationships coupled with exemplary instructional practices that make a difference in lives of students including: professionalism, viewpoint diversity, impulse to learn, engaged questioning, and GRIT: “the engine of human accomplishment.”     

Climbing the Staircase: science education for the knowledge economy

Science and technology are widely regarded as the dominant drivers of transformation to a ‘knowledge’ economy and society — a transition in which higher education has a critical role. This paper reviews the influence of successive NZ governments intention to ‘proactively steer’ the tertiary education system towards the achievement of this critical role, and describes an initiative at the Auckland University of Technology (AUT) specifically designed to meet New Zealand's needs for a well trained, articulate and flexible workforce of scientists, engineers, technicians and support staff. The ‘staircasing’ model is the culmination of an effort to adapt, modify and extend traditional models of professional science and technology education to provide a mechanism for ‘life‐long learning’ through a flexible and responsive network of purpose‐built courses.     

Prospective teachers' initial conceptions about pupils' understanding of science and mathematics

Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher‐training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied ‘The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject‐specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.     

Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum

Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature—the extra-pedagogical challenges of introducing and maintaining inquiry-based learning in the curriculum. Based in the collective experience of McMaster University, a mid-size Canadian university that has been a pioneer in inquiry pedagogy, the paper describes the challenges administrators faced in supporting the introduction of inquiry-based learning as components of traditional courses, as inquiry-based courses, and as inquiry-based degree programs. Derived from interviews, the paper presents a series of strategies and lessons for introducing and maintaining inquiry pedagogy in the curriculum. These lessons will be broadly useful to administrators, curriculum designers and faculty developers and should be widely applicable to institutes of higher education.     

Ohm’s law, Kirchoff’s law and the Drunkard’s walk

We change gears in this second part of the article and discuss one of the oldest problems in probability theory, viz. the simple random walk. The recurrence and transience of the random walk in different dimensions is later derived using the material from the first part.     

Bourdieu, 'Habitus', and Educational Research: Is it all worth the candle?

A recent critique of educational research published by the Office of Standards in Education has declared, largely on the basis of research reported in this journal, that Bourdieu- and particularly the concept of habitus- appears to have little to offer educational research. This proposition is considered in a critical evaluation of the origin of habitus in Bourdieu's work and its ability to fulfil its theoretical functions. It is concluded that there is no serious alternative but for those whose task it is to provide scientific accounts of social processes to engage with the concepts of disciplined thought - including that of Bourdieu.     

Dimensionality in Compensatory MIRT When Complex Structure Exists: Evaluation of DETECT and NOHARM

This study investigated the effect of complex structure on dimensionality assessment in compensatory multidimensional item response models using DETECT- and NOHARM-based methods. The performance was evaluated via the accuracy of identifying the correct number of dimensions and the ability to accurately recover item groupings using a simple matching similarity (SM) coefficient. The DETECT-based methods yielded higher proportion correct than the NOHARM-based methods in two- and three-dimensional conditions, especially when correlations were ≤.60, data exhibited ≤30% complexity, and sample size was 1,000. As the complexity increased and the sample size decreased, the performance of the methods typically diminished. The NOHARM-based methods were either equally successful or better in recovering item groupings than the DETECT-based methods and were mostly affected by complexity levels. The DETECT-based methods were affected largely by the test length, such that with the increase of the number of items, SM coefficients would decrease substantially.     

Differences between Students' and Lecturers' Perceptions of Factors Influencing Students' Academic Success at University

Qualitative data from 46 lecturers and 72 students were used to identify factors that were perceived as making the most important contributions to students' academic success at university and factors that were perceived as most likely to lead to student failure at university. A questionnaire based on this information was administered to a further 112 lecturers and 392 students. The resulting data highlighted some similarities and many differences in the perceptions of lecturers and students about student success and failure. Some possible reasons for these differences in perceptions are explored, and some of the consequences of the different views are discussed. Particular reference is made to the different views that lecturers and students have about the student effort required for success at university.