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Minerva - The universities of Oxford and Cambridge had developed different attitudes towards the award of honorary degrees through the early and middle decades of the twentieth century. Recently,... 相似文献
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This article describes an interview study on Finnish upper secondary school students' values of nature. Even if the Finnish adolescents' interest in nature has decreased, most of the interviewees in this study regarded nature as worthy of maintenance. They valued nature for its material, aesthetic, and recreational values, as well as its diversity and future value, and because of their holistic view of nature. The nature values of the students were complex. Therefore, we suggest education that supports their value development through deliberation, authentic involvement, and outdoor activities. 相似文献
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Linda Rönnberg 《教育政策杂志》2017,32(2):234-249
This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy. 相似文献
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Pedro Rosário Julia Högemann José Carlos Núñez Guillermo Vallejo Jennifer Cunha Vera Oliveira Sonia Fuentes Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032
Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing. 相似文献
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Björn Remneland Wikhamn 《Action Learning: Research and Practice》2017,14(1):18-28
This paper will critically examine how the two influential pedagogical approaches of action-based learning and constructive alignment relate to each other, and how they may differ in focus and basic assumptions. From the outset, they are based on similar underpinnings, with the student and the learning outcomes in the center. Drawing from experiences of developing an action-based master program in management with the integration of constructive alignment in its curriculum, the purpose is to reflect on what difficulties emerge when adopting both perspectives simultaneously. Constructive alignment works under the premises that the learning goals can and should be decided beforehand in order to align them with learning activities and examination forms. This view brings a challenge for programs where the means of the learning process is provided, while it is much up to the students’ own responsibilities to drive the learning toward some self-governing and internalized learning outcomes. 相似文献
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