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1.
Neil Lindeman 《Technical Communication Quarterly》2013,22(4):431-451
In the field of conservation, the distinction between academic research and advocacy appears to be undergoing a shift as the number of PhD-level researchers at conservation advocacy organizations grows. Drawing on my case study of one researcher at a prominent conservation nongovernmental organization (NGO), I have shown how this shift is manifested in the communication of NGO research. My study includes a discourse analysis of this researcher's publications from the forums of both scholarship and advocacy including, as a representation of discourse in the latter forum, gray literature (reports, books, and other texts produced and distributed outside the channels of the academic and publishing industry). I have also drawn on my interviews with this researcher about her publications. My study highlights specific features typical of her rhetoric that result from her occupying a hybridized cultural and professional space where research and advocacy overlap. 相似文献
2.
Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献
3.
Marjaana Kangas 《Learning Environments Research》2010,13(3):205-223
This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers
how their notions should be valued in the development of schools to better respond to the challenges of the future. The school
children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study.
Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on
their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute
to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation,
and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed
that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects
that would enhance their ability to learn and their satisfaction with schooling. 相似文献
4.
Neil Lindeman 《Technical Communication Quarterly》2007,16(4):431-451
In the field of conservation, the distinction between academic research and advocacy appears to be undergoing a shift as the number of PhD-level researchers at conservation advocacy organizations grows. Drawing on my case study of one researcher at a prominent conservation nongovernmental organization (NGO), I have shown how this shift is manifested in the communication of NGO research. My study includes a discourse analysis of this researcher's publications from the forums of both scholarship and advocacy including, as a representation of discourse in the latter forum, gray literature (reports, books, and other texts produced and distributed outside the channels of the academic and publishing industry). I have also drawn on my interviews with this researcher about her publications. My study highlights specific features typical of her rhetoric that result from her occupying a hybridized cultural and professional space where research and advocacy overlap. 相似文献
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6.
Lynn W. Lindeman 《Research in higher education》1975,3(3):205-215
This article reports on research investigating the relationship between university faculty and administrators' perceptions of institutional goals and functions and faculty attitudes toward collective negotiations. Faculty and administrators of a large state university were sampled. Those sampled were divided into three groups: administrators, faculty with favorable attitudes toward collective negotiations, and faculty with unfavorable attitudes toward collective negotiations. The three test groups were compared on the basis of their perception of the importance the institution accorded goals and the emphasis given institutional functions. The findings indicated that faculty with favorable attitudes toward collective negotiations differed significantly from the other test groups in their perceptions of the importance the institution accorded goals and functions. The findings support March and Simon's theory of formal organization. 相似文献
7.
Marjaana Lindeman Annika M. Svedholm Mikito Takada Jan-Erik L?nnqvist Markku Verkasalo 《Science & Education》2011,20(5-6):439-451
Previous studies have demonstrated that university students hold several paranormal beliefs and that paranormal beliefs can be best explained with core knowledge confusions. The aim of this study was to explore to what extent university students confuse the core ontological attributes of lifeless material objects (e.g. a house, a stone), living organisms (e.g. plants), and mental states (e.g., thoughts); whether some core knowledge confusions are more common than others; whether the confusions differ between students from different fields of study, and to replicate the finding that paranormal beliefs increase together with core knowledge confusions. The results showed that half of the participants considered at least four, and one quarter of the participants considered 8?C30 confusion statements to be literally true and that the confusions were strongly and positively associated with the amount of paranormal beliefs. The findings indicate that university education does not abolish the misconceptions that characterize children??s thinking. 相似文献
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9.
This study examined situation-specific coping strategies of students with different achievement goals as they take part in
inquiry learning. A case study was conducted in a Finnish elementary school. 21 ten-year-old students participated in the
study. Two types of data were collected: (1) Students self-reported questionnaires on achievement goals, (2) Video data on
the students' learning processes and social interaction. The results revealed the importance of a situative perspective in
instructional design, since the students not only differed in their coping attempts regarding their initial goals but also
according to their individual situational interpretations that mediated their active coping attempts. Some of the non-learning-focused
students had difficulties engaging in the working procedures. A lack of teacher's concrete and precise guidance in both cognitive
and motivational sense appeared to explain this phenomenon. 相似文献
10.
The paper examines the role of PISA in the globalisation of education policies. It approaches the question by assessing the effects of PISA on the ways in which new legislation was debated in national contexts in the period 1994–2013. The study asks: Has there been an increase in the number of references to the international community in debates on education policy due to PISA, and, if so, is this change confined to debates on education policy? Our analysis shows that education policy debates feature an increasingly global discourse in which organisations such as the OECD have an authoritative role. Yet, our findings do not support the claim that PISA is the cause of a change in this respect. Debating national policies in a global context and utilising the same transnational discourses regardless of the policy issue area in question has long been with us, yet there is a global trend in which national policies are increasingly often debated through appeals to models and policy advice promulgated by international organisations. 相似文献