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51.
52.
Sandra K. Cimbricz Matthew L. McConn 《Changing English: An International Journal of English Teaching》2015,22(4):393-404
This article explores the intersection of new, large-scale standards-based testing, teacher accountability policy, and secondary curriculum and instruction in the United States. Two federally funded consortia – the Smarter Balanced Assessment Consortium and the Partnership for Readiness of College and Careers – prove focal to this paper, as these two organisations are creating new tests that will assess 42–49% of the K–12 student population in the United States in 2014–2015. Because greater teacher accountability for student performance will be given for these tests, there is more reason to pay attention to what these tests measure and what they do not. Our analysis suggests that these new tests will hold secondary English teachers accountable for literacy and disciplinary knowledge outside the field of English and thus raise important questions about what English teachers should, can and will do, especially when their jobs are on the line. 相似文献
53.
Julie Ingram Damian Maye James Kirwan Nigel Curry Katarina Kubinakova 《The Journal of Agricultural Education and Extension》2015,21(1):55-71
AbstractPurpose: This paper aims to reveal, and contribute to an understanding of, the processes that connect learning and innovation networks in sustainable agriculture to elements of the mainstream agricultural regime. Drawing on the innovations and transition literature, the paper frames the analysis around niche-regime interaction using the notion of niche-regime compatibility.Design/Methodology/Approach: 17 Learning and Innovation Networks for Sustainable Agriculture (LINSA) engaged in agricultural food production, non-food and rural development were analyzed. In line with the project's transdisciplinary approach data were collected in a series of participatory workshops.Findings: Five modes of LINSA-regime interaction are distinguished based on compatibility. The level of LINSA-regime compatibility influences the extent of the diffusion of LINSA ideas and practices into the regime. However, interaction processes within these modes reveal multiple and diverse connections between LINSA and regime entities suggesting a more complex relationship exists.Practical implications: A range of connecting processes and activities (for example, certification, exemption from regulation, facilitation of networking) can bring about effective LINSA-regime interaction and could be externally supported.Originality/Value: Empirical evidence from 17 case studies provides valuable insights from a number of different contexts across Europe. By directing analysis of interaction at the level of LINSA (niche project), rather than at the macro level, the study offers an original perspective. It suggests that the transition to sustainable agriculture might be understood as a complex of interactive processes leading to a series of adaptive changes, rather than as regime change. 相似文献
54.
Talis Tisenkopfs Ilona Kunda Sandra šūmane Gianluca Brunori Laurens Klerkx Heidrun Moschitz 《The Journal of Agricultural Education and Extension》2015,21(1):13-33
AbstractPurpose: The paper explores the role of boundary work and boundary objects in enhancing learning and innovation processes in hybrid multi-actor networks for sustainable agriculture (LINSA).Design/Methodology/Approach: Boundary work in LINSA is analysed on the basis of six case studies carried out in SOLINSA project under a common methodology. In developing typologies of boundary work and objects, a grounded approach is used.Findings: LINSA analysis demonstrates the dynamic character, diverse forms and multiple functions of boundary work and objects in three domains: learning, innovation, and sustainability. Addressing specific types of goals and actors leads to specific types of boundary work and boundary objects. Context-appropriate boundary work allows aligning differing actor attitudes, gaining increased external support, and developing LINSA. The concepts of boundary work and boundary objects are relevant in a broad range of divergent LINSA settings. Boundary work has its limitations, but its facilitation supports reaching LINSA goals.Practical Implications: The paper proposes recognising context-appropriate forms of boundary work and skilful use of emerging boundary objects to both promote internal consolidation of LINSA and effective external communication to foster learning and innovation for sustainability.Originality/Value: The paper provides insights into the forms, dynamic and outcomes of boundary work in LINSA in three key domains: developing shared knowledge base, co-producing innovation and negotiating sustainability. 相似文献
55.
Catharina Tibken Tobias Richter Nicole von der Linden Sandra Schmiedeler Wolfgang Schneider 《Child development》2022,93(1):117-133
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement. 相似文献
56.
Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood. 相似文献
57.
58.
Sandra Campisi 《Higher Education in Europe》2000,25(4):477-486
Bozen/Bolzano is situated in a trilingual region in Italy of which the three mother tongue languages are German, Italian, and Ladin (the latter only spoken by 4 percent of the population). The aim of the Free University of Bozen/Bolzano, which was founded in 1997 and launched its first programmes in 1998, is to offer its students a multilingual, practice-oriented education that meets the demands of the local and the European labour market. Trilingual educational activities are conducted in German, Italian, and English in the case of the School of Economics and its courses and in the course programmes in Industrial Engineering. The only exception is found in the Faculty of Education. This Faculty offers the German-, Italian-, and Ladin-speaking students separate training sections. 相似文献
59.
Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. 相似文献
60.
The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years). 相似文献