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101.
Vanessa LAFAYE 《Learned Publishing》2008,21(1):58-62
‘Innovation’ is one of those words, like ‘challenge', which inspires different reactions in different people. Depending on one's background or job sector, it can either represent an exciting opportunity or a resource‐draining waste of time. Yet innovate we must, to satisfy our markets' increasing expectations, especially in the online environment. Some brand leaders have separate ‘laboratories’ where new features and ideas are developed and floated for feedback. In the absence of such a dedicated space, there are several issues relating to innovation within a publishing organization. This article looks at how these are handled at Wiley–Blackwell in the Compass journals team, and tries to distil some working principles. 相似文献
102.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 下载免费PDF全文
Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
103.
From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion 总被引:1,自引:0,他引:1
Vanessa Paz Dennen 《Distance Education》2005,26(1):127-148
Generating true learning dialogue as opposed to a collection of loosely affiliated posted messages on a class discussion board can be challenging. This paper presents the results of a cross‐case analysis of nine naturalistic case studies of online classes, looking at how activity design and facilitation factors affected various dimensions of student participation. Findings show that use of guidelines, deadlines and feedback and type of instructor presence affect the resulting discourse in an online class. Additionally, the paper explores how particular types of learning activities are better suited to generating discussion than others and how the integration of discussion activities with the rest of the course activities and requirements impacts learner motivation and participation. 相似文献
104.
105.
Vanessa Cameron-Lewis 《Gender and education》2016,28(4):491-509
Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink sexuality as an array of intra-acting1 bodies that are always in a process of becoming anew. Realising the belonging together of dualist terms [Bergson, Henri. 1896 [1911]. Matter and Memory. Translated and edited by Nancy Margaret Paul and W. Scott Palmer. London: George Allen &; Unwin Ltd.] and how the reductive structure of dualist logic affirms an original ‘One’, I argue that the feminist push for pleasure-based, sex-positive education affirms sex-negative attitudes. Embracing Barad's [Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.] notion of ethics as inescapable entanglement woven through all matter(ing), I suggest that rather than any particular ‘aspect’ of sexuality being emphasised in sexuality education it would be more useful to centre classroom discussions on ethics, as inescapable entanglement. 相似文献
106.
Vanessa L. Ochs 《Journal of Jewish Education》2019,85(4):398-407
ABSTRACTWhen Jewish Sensibilities were formulated (2003) as a framework, it was not for the purpose of teaching Jews how or why to be Jewish. Rather, Jewish Sensibilities were a way for Jews to reflect on the Jewish content already in their lives; they also allowed practitioners in the field of health care to think about the Jewish patients and families they were encountering with greater comprehension and compassion. But of late, Jewish Sensibilities have been used in an “off-label way” to teach Jewish wisdom and codes of behavior to those who are unfamiliar with them. This article considers the efficacy of that strategy. 相似文献
107.
Vanessa Joosen 《Children‘s Literature in Education》2005,36(2):129-139
In this article, it is shown how authors of fairy-tale retellings have incorporated ideas of feminist literary criticism into a fictional form. As such, these retellings display the tension between the pedagogic and aesthetic aspects of all childrens literature. Jane Yolens Sleeping Ugly is chosen as a case study: although it can be argued that the book serves as a mouthpiece for the ideology of the emancipation movement formulated in Marcia Liebermans key text Some Day My Prince Will Come, it is suggested that Sleeping Ugly teaches children to read against a texts authority and as such undermines its own didactic potential.Vanessa Joosen (1977)
has a Masters degree
in English and German
Literature from the
University of Antwerp,
and an MA in Childrens
Literature from
the University of Surrey
Roehampton. In 2003,
she received an FWO
scholarship to fund her
PhD at the University
of Antwerp. She researches the interaction
between fairy-tale
retellings and criticism
on fairy tales in the
period from 1970 to
2000. Recent publications include Translating Dutch into Dutch
in Signal 100, and an
article on Belgian
childrens books in Peter
Hunts International
Companion to
Childrens Literature. 相似文献
108.
AbstractWhile there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff. 相似文献
109.
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