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David Buck 《Educational Psychology in Practice》2015,31(3):221-234
The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations. 相似文献
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The European Higher Education Area (EHEA) promotes the use of student-centered participatory methodologies and the design of curricula focused on the acquisition of competences. The objective of this paper is to identify the categories of competence that contribute the most to achieving learning outcomes through the practice of Service Learning (SL) in the teaching of marketing. Using the categories described in the Tuning model, we design a model to analyze the relationships between perceived learning outcomes and competences. The main findings are: 1) there is no evidence of any relationship between perceived interpersonal and systemic competences and perceived learning outcomes, 2) there is a relationship between perceived instrumental competences and perceived learning outcomes and, 3) students do not perceive that achievement of learning outcomes is the cause of the grades they obtain. These findings have important theoretical and practical implications. 相似文献
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Anabel Moriña 《Journal of Further & Higher Education》2017,41(2):215-226
The partial results of ongoing research in the ‘University Barriers and Aids Identified by Students with Disabilities’ Project are presented. This four-year study (2011–2014) was carried out by a University of Seville research team with lecturers from a variety of fields and areas of knowledge (Educational Sciences, Economics, Health Sciences and Experimental Sciences). The general aim was to discover, from listening to the students themselves, barriers and aids they identified as affecting access, academic performance and overall perception of their higher education experience. The biographical narrative method, which allows the participants to talk freely about themselves without silencing their subjectivity, was used. This information was acquired by data collection techniques, such as in-depth interviews, observations, photographs and interviews with key persons in the life of each student. A structural analysis was implemented using an inductive system of categories and codes included in the MaxODA10 data analysis program. This study revealed the most personal and private feelings of the participants as they discussed such things as their perception as students, identification of disabilities or their strategies for facing ‘adversities’. The discourse revealed higher education as a privileged scenario in which they are socially included and able to reinvent an identity that may have deteriorated during other stages of their education. 相似文献
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This paper addresses the vexed educational policy aspects of area-based interventions (ABIs) in neighbourhoods designated as ‘disadvantaged’ in an Australian context. We find that the way in which the policy of ABIs is supposed to operate and impact education is highly problematic. What we present instead in this paper is a much more complex process by which aspirations are formed, sustained, contested and maintained by young people who regard themselves as ‘ordinary’ and as being engaged instead in a process of navigating educational opportunities on the basis of resources available to them. 相似文献
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In this study, we explore how ethnic diversity at the macro-level relates to students’ generalized trust by using cross-national data. Our analysis shows a positive relationship between ethnic diversity and generalized trust. This relationship is, however, inverted U-shaped curvilinear rather than linear, indicating that the positive relationship levels off and turns negative. While we also find that students’ educational experiences such as social relations at school are positively associated with generalized trust, ethnic diversity at the macro-level is still the most powerful factor in our analysis predicting students’ generalized trust. Theoretical and practical implications are discussed. 相似文献
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This article discusses how new opportunities for guidance can emerge from an analysis of the interplay between the participation (or lack of participation) of the individuals in career guidance, and the career guidance practitioner’s response. The article suggests critical psychology as a framework for career guidance research and presents the analytical categories of “participation” and “conduct of everyday life” as means to analyse the dialectical relationship between participant and structure, as well as individual and society. Finally, it is argued that flexible career practices that adapt to the needs of participants have the potential effect of greater social justice. 相似文献
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Jacob Goldstein 《教育心理学家》2013,48(3):332-344
Using the 159 counties of Georgia as statistical units Osborne has presented data indicating (a) a positive relationship between percentage of non‐Whites and per pupil expenditures; (b) a negative relationship between per pupil expenditures and mean achievement and intelligence scores; and (c) a negative relationship between percentage of non‐Whites and mean intelligence and achievement scores. Osborne has interpreted these findings as indicating that the attempt to raise the achievement levels of previously deprived groups has been a failure, and has used this interpretation as a basis for a more general negative conclusion concerning the effectiveness of compensatory efforts. The present analysis indicates, however, that neither of these conclusions follows from his data. The evidence suggests rather that Osborne's negative correlations reflect in large measure long‐range effects of earlier conditions. 相似文献
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China)With many tests, the paper studied the main factors affected to coal fine grinding result, such as ball grinding rotary speed, ball coal quality ratio, ball grinding 相似文献
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Internships are now widely promoted as a valuable means of enhancing graduate employability. However, little is known about student perceptions of internships. Drawing on data from a pre-1992 university, two types of graduate are identified: engagers and disengagers. The engagers valued internship opportunities while the disengagers perceived these roles as exploitative and worthless. Few were able to distinguish paid, structured internship opportunities from unpaid, exploitative roles. We conclude that higher education institutes need to be more proactive in extolling the value of paid internships to all students and not just those most likely to engage with their services. 相似文献
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Liz Campbell 《Journal of Adventure Education & Outdoor Learning》2013,13(1):33-49
This study explored the response of 28, second year undergraduate students to an innovative approach to a five-day solo. Periods of solitude are more likely to lead to positive outcomes when they are freely chosen than when they are programmed as part of a course. The extent to which a programmed solo can be ‘freely chosen’ by the individual is traditionally perceived as being constrained by logistic, safety and group needs. This study describes a solo, delivered as a required part of a core academic module, in which these perceived limitations were challenged. It describes an attempt to empower students to make their own choices about the nature of their solo experience and risk management. The study evaluates the extent to which individual students felt that they had freedom of choice; the choices they made and the outcomes of their solos. An intrinsic case study approach was used to explore the choices made by all students before, during and immediately after their solo as well as the more considered responses of 14 students eight months later. The data suggest that the pre-solo mindset was the most important factor in determining positive outcomes for participants and that offering students the opportunity to take responsibility for the structure of their own solo increased the likelihood that this would be achieved. 相似文献
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高飞 《中学生英语读写(高中版)》2003,(4)
Inrecentseniorsurveys，amajorityofuniversitystudentshaveindi鄄catedthattheyintendtopursue（goonwith）graduatestudysometimeinthefuture．ManyarethinkingaboutanMBA（工商管理硕士）．Therearesomebasicquestionsthataresimpletoaskbutrequireself鄄explorationandresearch：WhypursueanMBA？Typically，youareprobablythinkingaboutpursuinganMBAforfourbasicreasons：１．Yourchosenprofessiondemandsfurtherstudy．２．Youwanttoenhanceyourmarketabilityandsalary．３．Youwanttochangecareer．４．Youarecommittedtof… 相似文献
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在有关数列问题中，经常要求数列的通项，许多同学对此类问题感到困难．特别是给出Sn与an的函数关系，即Sn=F(an)型，其中Sn表示数列{an}的前n项和，an表示数列的第n项．此类题难就难在关系复杂，不便转化．下面笔者根据自己的教学实践谈一谈此类问题的解题策略． 相似文献
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金志刚 《中学数学教学参考》2005,(9):59-60
If F1 （c, 0） and F2（ -c, 0） are two fixed points in the plane and a is a constant, 0〈c〈a, then the set of all points P in the plane such that ｜ PF1｜ ＋ ｜ PF2 ｜ = 2a is an ellipse. F1 and F2 are the loci of the ellipse. 相似文献
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ln this article,we attempt to see Human Resource Development(HRD), and everything that could be called HRD, as it currently exists in U.S. organisations, and to understand its emergence from narrow, fragmented, and mechanical conceptualizations to more holistic ones. It is our view that any intentional organisational activity centered on human development, whether on individual development or on the development of cultures that enable individuals to work together effectively, could legitimately be seen as HRD. This view of HRD, we further believe, enables us to see more fully what is happening and why. Later in this paper, we will offer a definition of the field that is consistent with this comprehensive conceptualization. 相似文献
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This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US. 相似文献