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41.
Anette Kolmos Camilla Rump Ingemar Ingemarsson Auguste Laloux Ole Vinther 《European Journal of Engineering Education》2001,26(4):329-342
This article describes a number of staff development organizations, along with their strategies and experiences. The organization of staff development varies greatly and is dependent on the interaction between the formal requirements of the university teaching qualifications, the institutions themselves and their course culture, the size and organization of the teaching units, and the institutions' management strategies and teaching methods. Based on examples from Denmark, Sweden and Belgium, the advantages and disadvantages of a number of these strategies are analysed in order to provide inspiration for future implementation of the various methods. 相似文献
42.
ABSTRACTThis study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics. 相似文献
43.
Bengt-Olov Molander Ola Halldén Camilla Lindahl 《International Journal of Educational Research》2010,49(1):33-47
The ambiguity of words and signs as a resource or obstacle in group discussions is studied. How deaf and hearing students aged 13–15 years elaborate on ecological concepts through dialogue is described. Group interviews were conducted with 14 hearing and 18 deaf students. Probes were used to initiate discussion about the different meanings of ecological concepts: producer, consumer, nutrients/nutriment, food-chain and cycles. The results show that the dialogues are less elaborated for deaf learners than for hearing learners. It is argued that dialogues between hearing students have a greater chance of becoming ‘joint productive activity’, since words in Swedish pave the way for shared meaning-making. To deaf learners, differences in connotation between the Swedish words and the signs used lead to uncertainty and unproductive lines of reasoning. One implication for instruction is that this bilingual communication needs to be taken into consideration to a much greater extent. 相似文献
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The fundamental idea of the work reported here is to extract index phrases from texts with the help of a single word concept dictionary and a thesaurus containing relations among concepts. The work is based on the fact, that, within every phrase, the single words the phrase is composed of are related in a certain well denned manner, the type of relations holding between concepts depending only on the concepts themselves. Therefore relations can be stored in a semantic network. The algorithm described extracts single word concepts from texts and combines them to phrases using the semantic relations between these concepts, which are stored in the network. The results obtained show that phrase extraction from texts by this semantic method is possible and offers many advantages over other (purely syntactic or statistic) methods concerning preciseness and completeness of the meaning representation of the text. But the results show, too, that some syntactic and morphologic “filtering” should be included for effectivity reasons. 相似文献
48.
F. Javier Gómez-Patrocinio Camilla Mileto Lidia García-Soriano Fernando Vegas López-Manzanares 《文物保护研究》2020,65(8):450-464
ABSTRACT This article presents the study of the main phenomena of material weathering and structural damage that affect traditional architecture built in adobe, analysing the damage found in 553 case studies, representative of different technical varieties of adobe construction in Spain. The analysis methodology proposed in this text made it possible to quantify and identify the risks of damage appearing, establishing its impact and identifying its main mechanisms and causes. At the same time, the behaviour of adobe construction systems was further studied, observing how specific modifications in technique can promote or hinder deterioration and establishing the probable causes of the different responses to these phenomena. 相似文献
49.
Ian Jones Marie Bisson Camilla Gilmore Matthew Inglis 《British Educational Research Journal》2019,45(3):662-680
An impediment to conducting high-quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a novel and efficient technique, based on comparative judgement, for assessing conceptual understanding. We applied the technique to a randomised controlled trial in which students were taught simple algebra based on either the Grid Algebra or the MiGen software package. The participants were Year 5 students (N = 188) drawn from four primary schools who had not encountered algebra previously. An instrument from the literature (Concepts in Secondary Mathematics and Science: Algebra Scale) and a novel comparative judgement assessment were administered following the intervention. Students in the Grid Algebra condition outperformed those in the MiGen condition on both post-test measures. The comparative judgement technique performed similarly to the standard instrument but was far more efficient to design and implement. The technique can, in principle, be quickly applied to any target concept of interest. We conclude that comparative judgement is a valid, reliable and practical tool that could help to increase both the quantity and quality of quantitative research in education. 相似文献
50.
Camilla Björklund 《International Journal of Early Years Education》2014,22(4):380-394
This article reports on a small-scale investigation of how teachers organise goal-oriented learning in Swedish preschools. The revised Swedish curriculum (National Agency for Education 2011) highlights the need for children to develop their mathematics skills through activities that integrate play and learning. This study investigates how different types of activities contribute to children developing their understanding of the concepts ‘half’ and ‘double’. Three preschool teachers participated in a developmental project in which they conduct teaching in accordance with the Variation Theory of Learning. The pedagogical contexts they bring into being reveal important insights for early childhood education. The pedagogical context that can be realised in the planned activities limits or favours the learning process and the success of the theoretical aspirations for the session. This article discusses the idea of ‘teaching’ and how to facilitate conceptual development in a goal-oriented but child-centred practice. The main results show that play is central in early childhood education, and that problem-solving as a means for mathematics education needs to be problematised and used with sensitivity to the children's intentions and perspectives. 相似文献