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71.
Ursula Lucas 《Teaching in Higher Education》2013,18(7):787-798
This study aims to identify how students' epistemological beliefs or ways of knowing (comprising cognitive, intrapersonal and interpersonal aspects) develop during work-based placement. Data comprise 32 semi-structured interviews with 17 business and accounting students at a UK university. Findings show that the taking of responsibility is the key stimulus for development: intrapersonally through a changing sense of self and interpersonally though changing relationships with others. A lack of cognitive development appears to arise from a student focus on how they participate within the workplace, rather than on their workplace practice. These findings support the need for a connective view of the curriculum: strengthening connections between formal (university) learning and informal (placement) learning, and between ‘vertical’ and ‘horizontal’ development. In particular, there should be an emphasis on the student's ability to identify relationships between work experience, the knowledge and skills that underpin practice, as well as the context of participation. 相似文献
72.
Ursula McMorrow 《Irish Educational Studies》2013,32(3):321-335
In responding to globalisation, Irish curricula advocate active learning and cooperative groupwork methods in second-level schools but there are many difficulties in implementing them. This paper explores the experiences and perspectives of teachers, students, principals and university teacher educators and is based on a recent qualitative study. All respondents reported that there are major constraints to the use of these methods. Implementation of active learning methods requires an exploration, within a context of continuous professional development, of teacher values and motivation, of goals and contrasting paradigms in education, and of ways of building democratic structures and relationships within schools. 相似文献
73.
Ursula Y. Johnson Veronica Martinez-Cantu Arminta L. Jacobson Carla-Marie Weir 《Early education and development》2013,24(5):713-727
Research Findings: This study investigated the relationship of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program to mothers' involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes at 3rd grade. HIPPY serves a mostly minority, low-income family population and employs home visitors that are mostly female and Spanish speaking. Using a within-group analysis, we found that HIPPY mothers increased educational activities in their home with their children after 1 year of home-based intervention. The majority (84.8%) of HIPPY kindergartners were rated as “ready for school” by their kindergarten teachers according to a within-group analysis. In addition, between-group analyses showed that HIPPY kindergartners had higher attendance rates, higher prekindergarten enrollment, and higher promotion to 1st grade compared to other kindergartners in the school district. HIPPY 3rd graders scored significantly higher on a state-mandated math achievement test than their matched peers. Practice or Policy: The results suggest that HIPPY had a positive relationship with families and schools through improved parent involvement and student school outcomes. 相似文献
74.
Ursula Feindor 《Publishing Research Quarterly》2002,18(1):3-13
Conclusion Protecting a merchandising program by the given means of Law means safeguarding substantial investment for obtaining a certain
Merchandising Property. Therefore protection should be found at a very early stage and has to be maintained with great care
to avoid later conflicts and loss of money. Before starting a merchandising program four steps should be resolved:
This article was first presented at the 15th International Rights Directors Meeting, “Branding, Licensing and Merchandising—Rights
Income through Brands and Characters” during the Frankfurt Book Fair, Germany, October 9, 2001. 相似文献
1. | Find out what you want to merchandise. What has the potential? |
2. | Find out who is the owner of that intellectual property. |
3. | Protect the property against piracy. |
4. | Safeguard your expenses by solid contracts. |
75.
76.
Ursula Scharnhorst Fredi P. Büchel 《European Journal of Psychology of Education - EJPE》1990,5(2):207-230
The introduction to this article gives a short overview of the main theoretical ideas which have been advanced to explain the low cognitive perfomances of retarded persons in learning and problem solving. The question of how retarded learners organize and control their problem solving activities led the authors to conduct a series of single case studies investigating qualitative and dynamic aspects of retarded learning. Metacognitive training research, socio-cognitive theories and a schema-theoretical top-down/bottom-up model of information processing constitute the theoretical background. In a tutorial setting mentally retarded and learning disabled subjects were presented tasks which consist of connecting amorphous clouds of dots in order to reproduce geometrical model figures. Verbal and behavioral data were collected to precisely describe the subjects problem solving activities. Post-hoc a two-dimensional category system listing 28 different problem solving components was developed. The first dimension introduces a distinction between explorative, elaborative, planning and control components, the second dimension specifies whether the components are initiated topdown or bottom-up. This category system is presented in detail followed by a few examples of analyzed problem solving sequences. Finally, the proposed model and inherent methodological problems are discussed. 相似文献
77.
AbstractWhat does it mean to be a Muslim young woman in Britain today and with which religious and social values do these young women identify? This paper tests the thesis that Muslim identity predicts distinctive values of public and social significance among female adolescents (13- to 15- years of age) who participated in a survey conducted across the four nations of the United Kingdom. From the 11,809 participants in the survey, the present analyses compares the responses of 177 female students who self-identified as Muslim with the responses of 1183 female students who self-identified as religiously unaffiliated. Comparisons are drawn across two domains defined as religiosity and as social values. The data demonstrated that for these female adolescents self-identification as Muslim encased a distinctive profile in terms both of religiosity and social values. 相似文献
78.
Ursula Reichenpfader Anette Wickström Madeleine Abrandt Dahlgren Per Nilsen Siw Carlfjord 《Studies in Continuing Education》2018,40(3):323-336
ABSTRACTMedication review, a systematic assessment of a patient’s medicines by a health care professional, is intended to prevent medication-related harms. A critical element of medication review concerns whether medication review is conducted in a coordinated way. This article draws from a case example of implementing medication review in two surgical wards of a Swedish regional hospital and aims to analyse how medication review is being accomplished with respect to the coordination of its actions. Using a practice-based ethnographic approach, we present several coordination mechanisms by illustrating how practices are connected to materials involved in medication review. Also, we show how common orientations, ends, and understandings expressed in different medication review practices contribute to the coordination of the practices. In conclusion, this article highlights the complexity of establishing and sustaining medication review as a coordinated practice in routine health care. By closely examining sociomaterial connections, this article sheds new light on the neglected issue of artefacts and arrangements in constituting and transforming a highly complex medication practice. 相似文献
79.
Gaston Mialaret Wolfgang Mitter James Liesch Ursula Giere Helga Pfundt Klaus Schleicher Walter Hahn Kenneth Travers Peter Sachsenmeier Len Goad Saul Megnaghi Walter Hahn Rex Gibson Jindra Kulich Lyn Corno Eric Hewton Trevor Williams Endre Ballér Rodney Skager R. L. Smith David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124
80.
Linley Cornish 《The Australian Educational Researcher》2006,33(2):123-142
Parents of children in a large primary school in New South Wales were asked questions related to their attitudes towards and
beliefs about composite (multigrade) classes. Parental concerns about composite classes are commonly reported as negative
and this study confirmed this concern. Issues identified as causing concern for parents were a belief that some grades and
some children are more suited than others to being part of a composite class, position in the class (younger or older grade),
cohesion both within the class (class identity) and with grade peers in monograde classes (grade identity), perceived choice
(between composite and monograde classes) and selection bias. Selection of particular teachers and students for the composite
classes had both positive and negative effects — a positive effect on the composite class but a negative effect on the monograde
classes because of the removal of the good role models and the ‘best’ teachers. Many parents reported more favourable attitudes
after a positive experience with a composite class but not all such parents were prepared to indicate their support for composite
classes. 相似文献