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21.
Nan O’Sullivan 《Educational Philosophy and Theory》2019,51(4):424-433
This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures. 相似文献
22.
Emiddia Longobardi Pietro Spataro Marta D’Alessandro Rita Cerutti 《Early education and development》2017,28(4):377-395
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding. 相似文献
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John O’Rourke John West 《International Journal of Disability, Development & Education》2015,62(5):531-546
Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy. 相似文献
25.
Knowledge entrepreneurship is increasingly becoming important in driving innovation for high levels of competitiveness. The purpose of this study was to investigate the relationship between Organization Learning (OL) and Innovation Output (IO) for improved performance in manufacturing firms in Kenya. The theoretical underpinnings on this study are the Schumpeter’s (1934) innovation theory of and the Gleick (1987) complexity theory. The methodology used was mixed method research because it provides a more holistic understanding of a thematic area. The research design that was used is cross-sectional design because it allows for making observations on different characteristics that exist within a group at a particular time. The target population was manufacturing firms across the country. Multi-stage sampling strategy was used to sample 303 respondents from 101 firms. Primary and secondary data were used to collect both qualitative and quantitative data. The questionnaire, interview schedule and a checklist of key informants were used to collect data. Content validity was used to ascertain the credibility of the research procedure and internal consistency technique was used to test for reliability. Correlation and linear regression were used to determine the relationship between OL and IO. Work disruptions were avoided by making prior arrangements and appointments. The findings indicate that OL has a significant influence on IO. It is recommended that lifelong learning, management support and risk tolerance should be encouraged to improve creativity. High creativity is important in raising the capacity to integrate internal and external knowledge for greater levels of IO. Further research should be carried out to find how customers and suppliers information can be utilized to enriched OL. 相似文献
26.
Neil O’Boyle 《International Studies in Sociology of Education》2015,25(2):93-111
Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities. 相似文献
27.
Rebekka Darner Gougis Janet F. Stomberg Alicia T. O’Hare Catherine M. O’Reilly Nicholas E. Bader Thomas Meixner Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056
The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term. 相似文献
28.
ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning. 相似文献
29.
Camil Demetrescu Francesco Lupia Angelo Mendicelli Andrea Ribichini Francesco Scarcello Marco Schaerf 《Journal of Informetrics》2019,13(1):87-104
Research assessment exercises have now become common evaluation tools in a number of countries. These exercises have the goal of guiding merit-based public funds allocation, stimulating improvement of research productivity through competition and assessing the impact of adopted research support policies. One case in point is Italy's most recent research assessment effort, VQR 2011–2014 (Research Quality Evaluation), which, in addition to research institutions, also evaluated university departments, and individuals in some cases (i.e., recently hired research staff and members of PhD committees). However, the way an institution's score was divided, according to VQR rules, between its constituent departments or its staff members does not enjoy many desirable properties well known from coalitional game theory (e.g., budget balance, fairness, marginality). We propose, instead, an alternative score division rule that is based on the notion of Shapley value, a well known solution concept in coalitional game theory, which enjoys the desirable properties mentioned above. For a significant test case (namely, Sapienza University of Rome, the largest university in Italy), we present a detailed comparison of the scores obtained, for substructures and individuals, by applying the official VQR rules, with those resulting from Shapley value computations. We show that there are significant differences in the resulting scores, making room for improvements in the allocation rules used in research assessment exercises. 相似文献
30.