排序方式: 共有5条查询结果,搜索用时 0 毫秒
1
1.
2.
3.
J. K. Lindsey Arthur W. Foshay W. D. Halls Sid Bourke R. Murray Thomas Michael J. McRory J. Keith Watson M. K. Raina David Phillips S. Anandalakshmy Klaus Künzel Hans Werner Heymann Edmund King Ronald Taft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):377-399
4.
Dana C. McCoy Jorge Cuartas Jere Behrman Claudia Cappa Jody Heymann Florencia López Bóo Chunling Lu Abbie Raikes Linda Richter Alan Stein Günther Fink 《Child development》2021,92(5):e883-e899
Observational data collected prior to the pandemic (between 2004 and 2019) were used to simulate the potential consequences of early childhood care and education (ECCE) service closures on the estimated 167 million preprimary-age children in 196 countries who lost ECCE access between March 2020 and February 2021. COVID-19-related ECCE disruptions were estimated to result in 19.01 billion person-days of ECCE instruction lost, 10.75 million additional children falling “off track” in their early development, 14.18 million grades of learning lost by adolescence, and a present discounted value of USD 308.02 billion of earnings lost in adulthood. Further burdens associated with ongoing closures were also forecasted. Projected developmental and learning losses were concentrated in low- and lower middle-income countries, likely exacerbating long-standing global inequities. 相似文献
5.
Nicolae Nistor Thomas Lerche Armin Weinberger Ciprian Ceobanu Oliver Heymann 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):36-55
Educational technology is increasingly used in multicultural contexts and across national cultures. Educational technology users with different national and professional backgrounds may, however, exhibit different attitudes towards technology. Previous research provides isolated evidence of the relationship between learning technology acceptance and culture, and so an overall picture is missing. Therefore, this study attempts to integrate culture (sensu Hofstede) into an established technology acceptance model (ie, Venkatesh's Unified Theory of Acceptance and Use of Technology, UTAUT). Examining a large sample (n = 2866) of learning technology users from Germany and Romania by means of questionnaire survey, we investigate the differences in culture and technology acceptance between sample subgroups. The collected data reveal the presence of cultural differences both between countries and between professions. In line with previous research, these differences are associated with dissimilar acceptance profiles, ie, different values of acceptance variables and of path coefficients between them. Based on the findings, this study makes headway in cross‐cultural research by proposing an extended model of UTAUT—one which integrates three of Hofstede's culture dimensions. As a practical implication, national and professional culture may shape computer‐based learning environments. 相似文献
1