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981.
982.
André Pasquet 《European Journal of Engineering Education》1981,6(1-2):4-7
Several years ago, the idea of this conference was suggested. In fact, as from September 1976, President Philippe Olmer informed the Study Committee on Engineering Training (CEFI) and the Grandes Ecoles Conference about it. From the start, these two organizations were very receptive to the idea and promised to give the European Society for Engineering Education (SEFI) all their support. 相似文献
983.
This study examines the use of an ontology as a search tool. Sixteen subjects created queries using Concept-based Information
Retrieval Interface (CIRI) and a regular baseline IR interface. The simulated work task method was used to make the searching
situations realistic. Subjects’ search experiences, queries and search results were examined. The numbers of search concepts
and keys, as well as their overlap in the queries were investigated. The effectiveness of the CIRI and baseline queries was
compared. An Ontology Index (OI) was calculated for all search tasks and the correlation between the OI and the overlap of
search concepts and keys in queries was investigated. The number of search keys and concepts was higher in CIRI queries than
in baseline interface queries. Also the overlap of search keys was higher among CIRI users than among baseline users. These
both findings are due to CIRI’s expansion feature. There was no clear correlation between OI and overlap of search concepts
and keys. The search results were evaluated with generalised precision and recall, and relevance scores based on individual
relevance assessments. The baseline interface queries performed better in all comparisons, but the difference was statistically
significant only in relevance scores based on individual relevance assessments. 相似文献
984.
André Petitat 《British Journal of Sociology of Education》1987,8(4):379-390
Most sociological theories present school as a source and a channel of social reproduction: of a dominant group, of essential values, of bureaucracy, etc. This paper, primarily based on a study of the origins of colleges and the bourgeoisie in the sixteenth century comes to an opposite conclusion: it shows school as an agent or an active medium in the emergence of structures and social groups. Other historical situations reveal the multiple contributions school makes to the production of society. While interrelating history, pedagogy and sociology, this constructivist point of view renders an active role to the teachers. 相似文献
985.
986.
987.
Cecilia Bjursell Paul Nystedt Anita Björklund Ola Sternäng 《Educational gerontology》2017,43(10):511-521
A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens’ organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65–75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society. 相似文献
988.
Gustafson S Fälth L Svensson I Tjus T Heimann M 《Journal of learning disabilities》2011,44(2):123-135
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. 相似文献
989.
This paper examined observed score linear equating in two different data collection designs, the equivalent groups design and the nonequivalent groups design, when information from covariates (i.e., background variables correlated with the test scores) was included. The main purpose of the study was to examine the effect (i.e., bias, variance, and mean squared error) on the estimators of including this additional information. A model for observed score linear equating with covariates first was suggested. As a second step, the model was used in a simulation study to show that the use of covariates such as gender and education can increase the accuracy of an equating by reducing the mean squared error of the estimators. Finally, data from two administrations of the Swedish Scholastic Assessment Test were used to illustrate the use of the model. 相似文献
990.
Richard Quentin Shin Lance Christian Smith Kristopher Michael Goodrich Nina Daniele LaRosa 《International journal for the advancement of counseling》2011,33(2):113-126
Extant research has neglected to explore the diversity representation of counselor education programs. This pilot study sought
to examine the extent to which CACREP-accredited master’s-level programs attend to the representation of people of color,
individuals with dis/abilities, lesbian, gay, bisexual (LGB), and transgender persons within admissions, enrollment, and graduation
data. The findings indicated little consistency in the maintenance of students’ demographic characteristics among participating
programs. The authors contend that counseling programs need to critically analyze their policies and procedures to ensure
a responsive milieu for students from diverse backgrounds. Implications for the counseling field are presented. 相似文献