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991.
Ruth Sara Connell 《The Journal of Academic Librarianship》2008,34(2):121-129
A survey was sent to library Web designers from randomly selected institutions to determine the background, tools, and methods used by those designers. Results, grouped by Carnegie classification type, indicated that larger schools were not necessarily working with more resources or more advanced levels of technology than other institutions. 相似文献
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994.
Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty
and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the
discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial
aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly
with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors
of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works
do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close
down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast,
Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity. 相似文献
995.
Manoli Pifarré Ruth Cobos 《Educational technology research and development : ETR & D》2009,57(6):787-799
The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students
who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat.
Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was
used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed
over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour
and improve the development of metacognitive knowledge. 相似文献
996.
Recent studies have suggested that a causal link exists between college rankings and subsequent admissions indicators. However,
it is unclear how these effects vary across institutional type (i.e., national universities vs. liberal arts colleges) or
whether these effects persist when controlling for other factors that affect admissions outcomes. Using admissions data for
top-tier institutions from fall 1998 to fall 2005, we found that moving onto the front page of the U.S. News rankings provides a substantial boost in the following year’s admissions indicators for all institutions. In addition, the
effect of moving up or down within the top tier has a strong impact on institutions ranked in the top 25, especially among
national universities. In contrast, the admissions outcomes of liberal arts colleges—particularly those in the lower half
of the top tier—were more strongly influenced by institutional prices.
An earlier draft of this paper was presented at the annual meeting of the Association for the Study of Higher Education, Louisville,
KY, November 2007. 相似文献
997.
Ruth Bridgstock 《高等教育研究与发展》2009,28(1):31-44
Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information‐ and knowledge‐intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self‐manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self‐management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined. 相似文献
998.
Mark A. Sabbagh Lindsay C. Bowman Lyndsay E. Evraire Jennie M. B. Ito 《Child development》2009,80(4):1147-1162
Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development. 相似文献
999.
Ruth Gannon Cook Kathryn Ley Caroline Crawford Allen Warner 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):149-163
This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. 相似文献
1000.
Ruth Williams 《Higher Education in Europe》2000,25(4):519-528
This article provides a synopsis of the findings of a strategic study on developments in open and distance learning in Central and Eastern Europe. The study was undertaken during 1999 under the aegis of the PHARE Multi-country Programme in Distance Education. The aim of this article is to provide an overview of the issues addressed by the study. These include contextual issues relating to the development of open and distance learning and the changing nature of higher education, an exploration of developments across Europe and the problems associated with those developments, and a discussion of possible solutions to those problems in Central and Eastern Europe with particular reference to legislation, quality assurance and recognition, and strategic management. 相似文献