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991.
Rima’a Da’as 《Compare》2017,47(2):207-222
Despite substantial interest and research in measuring leader’s skills, little is known about the measurement equivalence and mean differences in the scores measuring principals’ skills (cognitive, interpersonal, strategic) across cultures (collectivism versus individualism). The aim of the present study was to assess measurement equivalence – configural, metric and scalar – on leaders’ skills across Arab and Jewish teachers in the Israeli educational system. A total of 1388 teachers from 210 elementary schools responded to a skills questionnaire. Results indicated that the configural model is equivalent across samples. The test for metric equivalence, showed that the construct holds the same psychological meaning across the two samples, with the exception of two items. The intercept latent test means (i.e., scalar) showed unequal intercepts among the Arab and Jewish samples, in the strategic and cognitive skills scale. The results have implications for cross-ethnic research and, more broadly, for the assessment of principals’ skills. 相似文献
992.
Germano Lambert-Torres Carlos Henrique Valerio de Moraes Maurilio Pereira Coutinho Helga Gonzaga Martins Luiz Eduardo Borges da Silva 《European Journal of Engineering Education》2017,42(6):1296-1308
This paper describes a non-classical logic course primarily indicated for graduate students in electrical engineering and energy engineering. The content of this course is based on the vision that it is not enough for a student to indefinitely accumulate knowledge; it is necessary to explore all the occasions to update, deepen, and enrich that knowledge, adapting it to a complex world. Therefore, this course is not tied to theoretical formalities and tries at each moment to provide a practical view of the non-classical logic. In the real world, the inconsistencies are important and cannot be ignored because contradictory information brings relevant facts, sometimes modifying the entire result of the analysis. As consequence, the non-classical logics, such as annotated paraconsistent logic – APL, are efficiently framed in the approach of complex situations of the real world. In APL, the concepts of unknown, partial, ambiguous, and inconsistent knowledge are referred not to trivialise any system in analysis. This course presents theoretical and applicable aspects of APL, which are successfully used in decision-making structures. The course is divided into modules: Basic, 2vAPL, 3vAPL, 4vAPL, and Final Project. 相似文献
993.
994.
Marta Molina Susana Rodríguez-Domingo María Consuelo Cañadas Encarnación Castro 《International Journal of Science and Mathematics Education》2017,15(6):1137-1156
In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school algebra and another 1 completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have a pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forward research on student’s translation capacity and students’ knowledge of algebraic symbolism. 相似文献
995.
The knowledge triangle, European higher education policy logics and policy implications 总被引:2,自引:0,他引:2
While it is common to claim that university reforms are based on universal and standardised ideas about ‘modernising’ the
university, few studies have examined in a more coherent way how the combined external pressure for change with respect to
the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify
three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges
as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current
pressure for reform might change the university as we know it, or whether new institutional translations might emerge from
the process renewing the university while maintaining its identity. 相似文献
996.
Understanding and influencing teaching and learning cultures at university: a network approach 总被引:1,自引:0,他引:1
Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures. 相似文献
997.
Edward Buendía 《The Urban Review》2011,43(1):1-21
The field of education has become comfortable in its use of the construct urban to describe particular schools in particular
metropolitan places. This article argues that the construct has come to signify not just place but also to denote particular
meanings of ‘urban’ populations. It analyzes how literary and social-scientific practices converged to anchor this construct
paradigmatically in the registers of educational practitioners and researchers. Drawing from cultural geography, the article
then demonstrates why the framework of the urban, and its other implicit pole the suburban, is no longer satisfactory for
conceptualizing empirical questions about metropolitan schools. Lastly, the author identifies and discusses exemplars within
the field of educational research that help us to remap our theoretical and empirical work. 相似文献
998.
Angela?F.?Y.?SiuEmail author Jian?Fang?Chang 《International journal for the advancement of counseling》2011,33(2):88-100
This study examined the factorial structure of the Collectivist Coping Style inventory (Heppner et al.
Journal of Counseling Psychology 53:107–125, 2006) and investigated how the effects of stress-related events on psychological distress are mediated through coping strategies.
Three hundred and five Hong Kong university students participated in this study. Confirmatory factor analysis supported the
five-factor structure of the original inventory. Although family support was widely used as a means to cope with stressful
events, students with specific relationship-related stress reported greater use of avoidance strategies. The mediating effect
of coping strategies on the relationship between stress-related events and psychological distress was generally small. Limitations
and directions for future research are discussed. 相似文献
999.
Peter Plant Mar��a Jos�� L��pez-S��nchez 《International Journal for Educational and Vocational Guidance》2011,11(1):3-15
Guidance has a role to play in helping older workers to lead meaningful and fruitful lives; inside, outside, on the edge of
the labour market, or in voluntary work with examples from two very different European countries: Denmark and Spain. This
paper aims to draw attention to older workers guidance from an economic policy approach. It will be demonstrated that there
is a need for more policy making for older workers’ guidance in both countries. 相似文献
1000.
Santiago R. Acuña Héctor García Rodicio Emilio Sánchez 《European Journal of Psychology of Education - EJPE》2011,26(4):435-452
Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent
work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them
with indications of the limitations in learners' understanding that they are intended to revise, which makes learners deeply
process the explanations. We explored whether this is so for both learners with low and those with high prior domain knowledge.
In one experiment, 77 participants with low and high prior knowledge learned about plate tectonics from a multimedia presentation.
In addition to the presentation, half the participants received instructional explanations combined with indications, whereas
the rest received instructional explanations with no indications. After using the materials, the participants solved retention
and transfer tests. Results showed that low prior knowledge learners learned more from explanations including indications
of their misunderstandings, whereas high prior knowledge learners profited from instructional explanations either with or
without the indications. We discussed theoretical and practical implications. 相似文献