UNIVERSITY AUTONOMY AND QUALITY ASSURANCE     

Carin Berg 《Higher Education in Europe》1993,18(3):18-26

The question of university autonomy is posed and examined from a number of points of view, beginning with a short historical survey of the concept and its application. It is linked to academic freedom, to problems of centralization versus decentralization, to the internal organization of universities, to the role of universities in rapidly changing societies, to democratization, and to societal expectations with regard to universities. If university autonomy is essential for the proper functioning of universities, then quality control and management are essential prerequisites for autonomy.  相似文献   

The Development of the Concept of Work: A Case where History Can Inform Pedagogy   总被引：2，自引：2，他引：0  

De Berg  Kevin C 《Science & Education》1997,6(5):511-527

An historical analysis of the work concept with particular emphasis given to the contributions of John Smeaton and Daniel Bernouilli is provided with a view to enlightening or resolving current difficulties experienced in the teaching and learning of the concept of work and its relationship to kinetic and potential energies. An approach which emphasises the work done by both applied and resisting forces and which gives some technological significance to the (force x distance) definition of work is recommended.  相似文献   

Mathematics in science: The role of the history of science in communicating the significance of mathematical formalism in science   总被引：1，自引：1，他引：0  

Kevin C. de Berg 《Science & Education》1992,1(1):77-87

The use of a historical profile for illustrating the significance of the mathematical components of a scientific law is discussed in this paper. Such an approach addresses the need for the purposive use of scientific laws rather than the blind substitutionary procedures characteristic of most problem-solvers. The approach has the potential for increasing female participation in the physical sciences because of its reliance on learning modes favourable to female participation.  相似文献   

Early childhood maltreatment and trajectories of behavioral problems: Exploring gender and racial differences     

Meripa T. Godinet  Fenfang LiTeresa Berg 《Child abuse & neglect》2014

The current study aimed to examine the trajectory of child behavior problems over time as a function of early maltreatment. We anticipated that early alleged maltreatment would have a substantial impact on both internalizing and externalizing behaviors. The impact of gender and racial differences in the trajectories were also examined. Using the LONGSCAN archived data, a total of 484 children were selected for the study from varying sites. Two groups were formed: children with early allegations of maltreatment from birth to age 4 and children without any report. Children included did not have further allegations of maltreatment from ages 4 to 12. Additionally, they must have completed a behavioral assessment using the Child Behavior Checklist at the age 4 baseline interview. Multilevel modeling using the SAS PROC MIXED procedure was used to examine the effects of early allegations of maltreatment on the trajectories of both internalizing and externalizing problems. Although race was not significant, gender was found to differ in trajectory of behavioral problems among children with early allegations of maltreatment. For boys, the impact of early maltreatment was strongest at the most proximal assessment of behavioral outcomes and then decreased gradually over the course of subsequent periods. For girls, although no significant impact was observed at each measurement point, the impact of early maltreatment increased and became pronounced over time. Findings support the importance of early intervention/prevention to decrease the likelihood of presenting behavioral problems in later childhood years with consideration to gender.  相似文献   

Characteristics of the research supervision of postgraduate teachers’ action research     

Frank Cornelissen  Ellen van den Berg 《Educational studies》2014,40(3):237-252

Today, many institutions of higher education support students in conducting practice-oriented research. This research refers to a broad array of approaches geared toward practitioners’ practice. The supervision of such research is of crucial importance, but little is known about its nature and characteristics. This study examined what research supervisors and postgraduate, in-service teacher students perceive are key elements of successful action research supervision. Four action research supervisors and eight postgraduate students were interviewed. Data were analysed by using theory and empirical data. Findings reveal 24 key elements of action research supervision, which refer to supervisors’ (1) skills in supporting knowledge development through and about action research and creating a supportive environment for developing knowledge, (2) knowledge and expertise in supervising action research, (3) attitude in the supervision of action research and (4) the motives driving supervisors’ actions in the student-supervisor relationship.  相似文献   

Increasing Professional Self-Understanding: Self-Study Research by Teachers with the Help of Biography,Core Reflection and Dialogue     

Bob Koster  Bas van den Berg 《Studying Teacher Education》2014,10(1):86-100

There is growing interest in self-study methods being used by teachers and teacher educators to improve their own practice. The focus of these self-studies seems to be more on acting than on understanding, and here we focus on a group of teachers who explore their professional identities. Teachers participating in a Master’s degree study were asked to formulate critical moments in their development in which they felt their values were challenged and they were faced with a dilemma connected to these challenges. They then used different self-study research methods to dig deeper into their reports. This article focuses on exploring the normative dilemmas that teachers face in their daily practice and how their self-understanding is influenced by studying these dilemmas. We found that participating teachers faced two main dilemmas between external guidance and self-regulation, and between self-consciousness and relatedness. We also found that the effects of self-study research are connected to a deeper understanding of how things work and that finding core values such as trust, connectedness, and creating space can generate a breakthrough in the two main dilemmas.  相似文献   

No assignment? Just flip it: The flipped classroom in first-year library instruction     

Cara Berg 《College & Undergraduate Libraries》2013,20(4):372-387

Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.  相似文献   

Market versus Mandator. Control Structure and Strategies for Change in School Organizations 1     

Gunnar Berg 《Scandinavian Journal of Educational Research》2013,57(2):49-70

Berg, G. 1984. Market versus Mandator. Control Structure and Strategies for Change in School Organizations. Scandinavian Journal of Educational Research 28, 49‐70. An organization's activities are a function of the external control originating in its environment and the internal control regulating the interaction of its various component parts. In other words, an organization is shaped by its external and internal control structures. The nature of this control varies from one organization to another, the character of the control structure being dependent on the tasks or functions the organization is there to perform. It is argued that the type of control structure existing determines (a) what theoretical model has the greatest explanatory value in an analysis of phenomena occurring in a specific organization, and (b) what strategy for change corresponds to the control structure in question.

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Preadolescent perceptions of challenging and difficult course activities and their motivational distinctions     

Amy Schweinle  Patti J. Berg  Ashley R. Sorenson 《教育心理学》2013,33(7):797-816

The present research sought to determine if primary school students differentiate between classes that are challenging and those that are difficult, and how these distinctions relate to their motivation and achievement. Results indicated that there are three types of challenges/difficulties. Challenging classes are those that are demanding of the students but within their ability, are important and are tied to interests; students in these classes are more likely to adopt mastery goal orientations. Purely difficult classes are not valued, require a lot of effort, but are threatening to students’ efficacy. Classes that are difficult compared to others are those that are more demanding for the student than other students or other classes. These classes are not valued and are also seen as a threat to efficacy. Both purely difficult and difficult compared to others classes were negatively related to achievement, and students in these classes are more likely to adopt performance avoidance goal orientations.  相似文献   

“But a champion comes out much,much later”: A sport development case study of the 1968 U.S. Olympic team     

Brennan K. Berg  Rhema D. Fuller  Michael Hutchinson 《Sport Management Review》2018,21(4):430-442

Increasing attention has been given to the effective development of elite athletes. In this inquiry, the authors used a historical case study to ascertain the ways elite athletes were developed in a different era of sport in the United States. Using the attraction, retention, and transition frameworks, the factors that fostered the development of athletes from the 1968 Summer Olympics were drawn out through oral history interviews. In total, interviews with 59 U.S. Olympians were conducted. The results reveal how the athletes experienced supportive recruitment and retention environments, were able to manage the difficulty of developing elite talent, and encountered both challenges and opportunities transitioning through and out of elite sport. This analysis demonstrates how sport development principles are diverse in their temporal relevance and reinforce the practical implications meant to serve the modern athlete. Further, at least some sport development principles could remain constant regardless of how context and elite athlete experiences evolve in the future.  相似文献