Emotional climate of a pre-service science teacher education class in Bhutan     

Sonam Rinchen  Stephen M. Ritchie  Alberto Bellocchi 《Cultural Studies of Science Education》2016,11(3):603-628

This study explored pre-service secondary science teachers’ perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher’s diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students’ presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.  相似文献   

茶叶香气成分的研究--乌龙茶与鲜茶香气成分的比较   总被引：9，自引：0，他引：9  

侯冬岩  回瑞华  李铁纯  Alberto  朱永强  刘晓媛 《鞍山师范学院学报》2003,5(6):53-55

报道了用同时蒸馏-萃取装置分别提取乌龙茶与鲜茶香气成分，测得乌龙茶的香气成分含量为3．65％．鲜茶的香气成分含量为2．40%。用GC／MS法分别从乌龙茶与鲜茶香气成分中分离并确定出42种和19种化学成分，并对香气化学成分及含量进行了对比。  相似文献   

Profiles of educators     

Krishna Kumar  Serge Wagner  Ananda W. P. Guruge  Miguel Soler Roca  Francisco Gomes de Matos 《Prospects》1989,19(4):591-619

  相似文献   

The construct validity of Institutional Commitment: A confirmatory factor analysis   总被引：1，自引：0，他引：1  

Amaury Nora  Alberto F. Cabrera 《Research in higher education》1993,34(2):243-262

The present study examined the underlying structure of the variable Institutional Commitment by testing for the convergence, or lack thereof, among different indicators of the construct as represented by three theoretical frameworks (Tinto, 1975, 1987; Bean, 1985; Huselid and Day, 1991). Confirmatory factor analyses revealed that Institutional Commitment could be decomposed into two multiple indicators of the same latent construct: a general factor that groups items related to institutional quality, practical value of an education, utility of an education, fit between student and institution, and loyalty to the institution and another factor represented by items indicating similarity of values (Affinity of Values). Moreover, the study established the predictive validity of each subcomponent on different outcomes related to student persistence. While Institutional Commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, Affinity of Values was not as equally predictive of measures of student retention.Paper presented before the 1991 ASHE Annual Meeting. Boston, Massachusetts.  相似文献   

The Entrepreneurial University: a Fine Answer to a Difficult Problem?     

Virgílio A. Meira Soares  Alberto M. S. C. Amaral 《Higher Education in Europe》1999,24(1):11-21

The recent changes in the relationship between universities and society and the change of attitudes of governments towards higher education institutions are analysed. The different possible reactions of the institutions to the more demanding attitude of society as a whole are discussed. The authors present a critical view of the concept of entrepreneurial universities based on the work of Burton Clark and on the results of the quality audits of the Association of European Universities (CRE), and offer some comments about their applicability and usefulness to European higher education systems.  相似文献   

Survey on the implementation of the Bologna process in Portugal     

Amélia Veiga  Alberto Amaral 《Higher Education》2009,57(1):57-69

For several years Portuguese higher education institutions have been waiting for the legislation framework necessary for the implementation of the Bologna process. Such legislation was passed quite recently (2006) and has resulted in an unexpected flood of proposals presented at very short notice by higher education institutions to the Ministry. It is possible that such fast implementation rate corresponds to implementation “in form” rather than “in substance”, thus softening tensions between the European and the national and local levels. This hypothesis will be tested by analysing the outcomes of a survey conducted in all higher education institutions that have presented proposals of Bologna-type degree programmes or adaptations of old degree programmes to the new Bologna-type structure.  相似文献   

Latent learning in the work place: the placement experiences of student-coaches     

Rúben Gomes  Paula Batista  Isabel Mesquita 《Sport, Education and Society》2018,23(1):68-81

The aim of this study was to investigate the work-based internship experiences of eight student-coaches. This was particularly in terms of what precisely such coaches learned within the practical context, and how they engaged with unexpected situational events. The methods employed within the project included focus group interviews and participant observation. In particular, the student-coaches were both interviewed and observed over the course of a nine-month sporting season, with each phase of the research informing the next. The subsequent data were primarily subject to a thematic analysis. The findings of the study were organized under four principal themes: (1) the reality shock felt by the student-coaches in terms of the gap between what they expected and what they experienced; (2) the lack of respect demonstrated by the organizational head coaches for the students; (3) the students’ response in terms of developing their micro-political literacy; and (4) the social price paid by the student-coaches in adopting such action. The results point to the limitations of student learning within high-performance sporting environments. In this respect, the student-coaches’ experiences were not what was expected or desired. Despite this, many valuable and relevant lessons were learned. These related to developing students’ micro-political literacy; necessary knowledge for any neophyte coaches trying to establish bone-fide situational roles.  相似文献   

Quality Assurance and Evaluation through Brazilian lenses: an exploration into the validity of umbrella concepts     

Vera G. Centeno  Jaakko Kauko  Helena H. D. Candido 《比较教育学》2018,54(2):132-158

In our present research we address the question of whether it is valid to apply the Quality Assurance and Evaluation (QAE) umbrella concept, which was formulated to explain new phenomena in European educational governance, to similar developments in Brazilian basic education. This led us to reflect on the possible pitfalls and potential strengths of using umbrella concepts as analytical tools. This article presents this exploration and its operationalisation. We confronted in-built assumptions in QAE with the contested, consensual and creative use of the notion of quality in Brazilian basic education, and looked for relationships. Our analysis shows that the Brazilian developments reiterate the relationships concerning global interconnectivity, and challenges those pertaining to conformity. We argue that the main risks of using umbrella concepts seem to concern the re-production of understandings, which frequently leads to the disregarding of deviation.  相似文献   

Analysis and evaluation of lecturers’ activity in Learning Management Systems: Subjective and objective perceptions     

Magdalena Cantabella  Belén López  Alberto Caballero 《Interactive Learning Environments》2018,26(7):911-923

Learning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies  相似文献   

Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

  相似文献